Digital Technologies, Music Therapy and Inclusion

The current school is searching for, more than ever, to contribute to the inclusion of children and young people with DID, in conditions that are not always the best, if we consider the different difficulties experienced every day. The Digital Technologies, in association with Music and the concept of Music Therapy, can make a strong contribution in the reduction of these difficulties, using available software. In this article we propose to present, by way of example, Youtube importance its potential as an intervention tool, through Music, with individuals with Intellectual and Developmental Difficulty.info:eu-repo/semantics/publishedVersio

Home-schooling for children with disabilities during the pandemic : a study of digital-, musical- and socio-economic conversion factors

Acknowledgement and funding I want to thank my colleague Elisabeth Ugreninov at NOVA: Norwegian Social Research, OsloMet University, for great collaborative work in carrying out this research project, and for insightful comments to earlier drafts throughout the processes that helped me improve my argument. I also want to thank the other colleagues at NOVA for insightful comments on prior versions of the article and I am grateful for the constructive critique provided by the reviewers of my article. Taken together, all this productive critique helped me articulate my argument in a more nuanced and convincing manner. I also want to thank Fakhra Salimi and my anonymous informants for participating in this study and for sharing their important views. Lastly, I want to thank the Norwegian Directorate for Children, Youth and Family Affairs, who funded this research project and for a fruitful dialogue with them throughout the process.Peer reviewedPublisher PD

CreaTable Content and Tangible Interaction in Aphasia

Multimedia digital content (combining pictures, text and music) is ubiquitous. The process of creating such content using existing tools typically requires complex, language-laden interactions which pose a challenge for users with aphasia (a language impairment following brain injury). Tangible interactions offer a potential means to address this challenge, however, there has been little work exploring their potential for this purpose. In this paper, we present CreaTable – a platform that enables us to explore tangible interaction as a means of supporting digital content creation for people with aphasia. We report details of the co-design of CreaTable and findings from a digital creativity workshop. Workshop findings indicated that CreaTable enabled people with aphasia to create something they would not otherwise have been able to. We report how users’ aphasia profiles affected their experience, describe tensions in collaborative content creation and provide insight into more accessible content creation using tangibles

Annotated bibliography of community music research review, AHRC connected communities programme

This research review, consisting of a 90-entry annotated bibliography, was produced as part of an AHRC Connected Communities programme project entitled Community Music, its History and Current Practice, its Constructions of ‘Community’, Digital Turns and Future Soundings. It supports a 2,500 word report written with this same title for the AHRC

Higher Education Curriculum in a Global Village

Technology has become ubiquitous in the twenty-first century learning. Students in higher education are learning collaboratively across the globe as technology has made it possible for university students to blur boundaries of borders. It is imperative in the twenty-first century for a higher education curriculum to have technology embedded throughout. The purpose of this study is to explore technology in a higher education curriculum where academics have different views. The study draws on technology in higher education from three fundamental perspectives: technology critics’ perspective, technology enthusiasts’ perspective and technology from an intellectual perspective. The study ends with a conclusion that was drawn from the three main perspectives of technology. The author clearly supports the view of technology from an intellectual point of view as it enhances students’ learning experiences

Designing relational pedagogies with jam2jamXO

This paper examines the affordances of the philosophy and practice of open source and the application of it in developing music education software. In particular I will examine the parallels inherent in the ‘openness’ of pragmatist philosophy in education (Dewey 1916, 1989) such as group or collaborative learning, discovery learning (Bruner 1966) and learning through creative activity with computers (Papert 1980, 1994). Primarily I am interested in ‘relational pedagogies’ (Ruthmann and Dillon In Press) which is in a real sense about the ethics of the transaction between student and teacher in an ecology where technology plays a more significant role. In these contexts relational pedagogies refers to how the music teacher manages their relationships with students and evaluates the affordances of open source technology in that process. It is concerned directly with how the relationship between student and teacher is affected by the technological tools, as is the capacity for music making and learning. In particular technologies that have agency present the opportunity for a partnership between user and technology that enhances the capacity for expressive music making, productive social interaction and learning. In this instance technologies with agency are defined as ones that enhance the capacity to be expressive and perform tasks with virtuosity and complexity where the technology translates simple commands and gestures into complex outcomes. The technology enacts a partnership with the user that becomes both a cognitive and performative amplifier. Specifically we have used this term to describe interactions with generative technologies that use procedural invention as a creative technique to produce music and visual media

Beyond the Marrakesh VIP Treaty: Typology of copyright access-enabling provisions for persons with disabilities

This paper builds upon the evidence drawn from a scoping study on access to copyright works by persons with disabilities. It identifies and discusses specific access‐enabling technologies for persons with aural, cognitive, physical, and visual disabilities and how they are affected by the exercise of exclusive rights. It shows how, and the extent to which states\u27 ratification of the Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print Disabled (Marrakesh Treaty) has enabled the making of accessible format of copyright works for persons with disabilities. To this end, the paper examines patterns and trends of accessible format enabling provisions in the copyright laws of World Intellectual Property Organization (WIPO) member states