14 research outputs found

    Where is the learning between young people, teachers, and professional musicians? A study of learning cultures within three music education partnership projects in England.

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    Music education partnership projects (MEPPs) between schools and music organisations are a familiar form of enrichment which can open up new creative pathways. While professional musician involvement in education settings is not new, partnerships have become increasingly important. Despite the prevalence of and investment in partnership initiatives, there is limited research that explores participants’ experiences of learning in these contexts. Barriers include: a lack of communication and reflective practice; a culture of ‘victory narratives’; limited youth voice and competing partner agendas. Against this backdrop, social practices within MEPPs and the impact of MEPPs on learning is under researched, creating a cycle whereby learning, and how best to facilitate it, is commonly overlooked. In order to develop a richer understanding of learning within this phenomenon this research asks: where is the learning between young people, teachers, and professional musicians during MEPPs? To explore this further, research centred on a qualitative multiple case study of three MEPPs. MEPP1 aimed to support the development of a new school choir in a primary school while supporting one teacher’s choir leadership skills. MEPP2 and MEPP3 centred on young people composing music in collaboration with professional musicians. All three MEPPs culminated in sharing events in prestigious concert halls. Data were obtained through participant observations, document analysis, and semi-structured interviews with children and young people (YP), teachers, musicians, music organisation learning and participation (L&P) staff, and staff from partnering sponsors/charities. Following this, four elite interviews with leaders from Arts Council England, Youth Music, Arts Connect and one Music Education Hub (MEH) were conducted to gain broader perspectives on partnership working. The concept ‘learning cultures’, in other words, social practices through which people learn, supports analysis of MEPP participants’ learning. This is theoretically underpinned by Bourdieu’s concepts of habitus, capital, and field, which permits understandings of learning within MEPPs as influenced by multiple structural, contextual, and individual factors. The need for this theoretical approach is amplified in the context of MEPPs which, being at intersection of the music education and professional music fields, accommodate multiple institutions and individuals as well as multiple motivations, goals, and values. Key aspects which impact learning cultures within MEPPs include teacher identity, power relations, knowledge integration, access to authentic learning environments, legacy, communication, roles, and contextual awareness. There is a general consensus that practices of performing in prestigious venues and practices of modelling professional musicians are key benefits of MEPPs. Drawing on the empirical findings, this study concludes with a discussion on how to build effective learning cultures in future MEPPs. Altogether it is hoped that this study will inform efficacy in music education partnership working, raise awareness of the multidimensional nature of learning within MEPPs, and contribute to growing international research on collaborative music projects in schools

    Proceedings of the 19th Sound and Music Computing Conference

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    Proceedings of the 19th Sound and Music Computing Conference - June 5-12, 2022 - Saint-Étienne (France). https://smc22.grame.f

    Using open educational resources to promote social justice

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    "The Association of College and Research Libraries (ACRL) announces the publication of "Using Open Educational Resources to Promote Social Justice," edited by CJ Ivory and Angela Pashia, which explores the opportunities and challenges of moving the discussion about open educational resources (OER) beyond affordability to address structural inequities found throughout academia and scholarly publishing. OER have the potential to celebrate research done by marginalized populations in the context of their own communities, to amplify the voices of those who have the knowledge but have been excluded from formal prestige networks, and to engage students as co-creators of learning content that is relevant and respectful of their cultural contexts. Edited by academic librarians with experience advocating across campus, "Using Open Educational Resources to Promote Social Justice" takes a multidisciplinary approach and is filled with examples of the ways OER and open pedagogy can be used to support social justice in education. In five sections, it covers a wide range of topics from theoretical critiques to multidisciplinary examples of OER development in practice to examinations of institutional support for OER development."--ACR

    Escritura creativa y nuevas tecnologías: el uso de las nuevas tecnologías para la enseñanza de la escritura creativa en el sistema educativo norteamericano

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    En esta tesis doctoral se analiza el papel de la escritura creativa, entendida como toda escritura personal, −tanto la escritura creativa de ficción, como la de no ficción−, y su papel en la educación como propiciadora del desarrollo del lenguaje, el pensamiento crítico y la sociabilidad. Es decir, la escritura creativa no se limita a la ficción, sino que se hace extensible a la expresión de ideas, emociones y trabajos por parte del alumno, de manera que sirvan para enriquecer su capacidad de argumentación y de interrelacionarse, mejorando así sus capacidades personales y profesionales. Con este fin, se examinaron cuatro herramientas online de escritura: el foro de discusión, el diario de clase, el blog y la wiki (herramientas TIC).Esta tesis doctoral, “Escritura Creativa y Nuevas Tecnologías: El Uso de las Nuevas Tecnologías para la Enseñanza de la Escritura Creativa en el Sistema Norteamericano” sigue la línea de investigación comenzada en el trabajo de fin de máster “Usos de la Escritura Creativa en la Enseñanza de Lenguas”, donde se analizaba la importancia del desarrollo de la creatividad en la enseñanza y el papel decisivo que cumplen las nuevas tecnologías en una sociedad como la norteamericana, donde el crecimiento de la enseñanza íntegramente en línea es cada día mayor..

    Teaching in a Digital Age

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    The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. This resource includes translated versions in French, Spanish, Vietnamese, Chinese, and Portuguese

    Fast, Interactive Worst-Case Execution Time Analysis With Back-Annotation

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    Abstract—For hard real-time systems, static code analysis is needed to derive a safe bound on the worst-case execution time (WCET). Virtually all prior work has focused on the accuracy of WCET analysis without regard to the speed of analysis. The resulting algorithms are often too slow to be integrated into the development cycle, requiring WCET analysis to be postponed until a final verification phase. In this paper we propose interactive WCET analysis as a new method to provide near-instantaneous WCET feedback to the developer during software programming. We show that interactive WCET analysis is feasible using tree-based WCET calculation. The feedback is realized with a plugin for the Java editor jEdit, where the WCET values are back-annotated to the Java source at the statement level. Comparison of this treebased approach with the implicit path enumeration technique (IPET) shows that tree-based analysis scales better with respect to program size and gives similar WCET values. Index Terms—Real time systems, performance analysis, software performance, software reliability, software algorithms, safety I

    ASTRAL PROJECTION: THEORIES OF METAPHOR, PHILOSOPHIES OF SCIENCE, AND THE ART O F SCIENTIFIC VISUALIZATION

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    This thesis provides an intellectual context for my work in computational scientific visualization for large-scale public outreach in venues such as digitaldome planetarium shows and high-definition public television documentaries. In my associated practicum, a DVD that provides video excerpts, 1 focus especially on work I have created with my Advanced Visualization Laboratory team at the National Center for Supercomputing Applications (Champaign, Illinois) from 2002-2007. 1 make three main contributions to knowledge within the field of computational scientific visualization. Firstly, I share the unique process 1 have pioneered for collaboratively producing and exhibiting this data-driven art when aimed at popular science education. The message of the art complements its means of production: Renaissance Team collaborations enact a cooperative paradigm of evolutionary sympathetic adaptation and co-creation. Secondly, 1 open up a positive, new space within computational scientific visualization's practice for artistic expression—especially in providing a theory of digi-epistemology that accounts for how this is possible given the limitations imposed by the demands of mapping numerical data and the computational models derived from them onto visual forms. I am concerned not only with liberating artists to enrich audience's aesthetic experiences of scientific visualization, to contribute their own vision, but also with conceiving of audiences as co-creators of the aesthetic significance of the work, to re-envision and re-circulate what they encounter there. Even more commonly than in the age of traditional media, on-line social computing and digital tools have empowered the public to capture and repurpose visual metaphors, circulating them within new contexts and telling new stories with them. Thirdly, I demonstrate the creative power of visaphors (see footnote, p. 1) to provide novel embodied experiences through my practicum as well as my thesis discussion. Specifically, I describe how the visaphors my Renaissance Teams and I create enrich the Environmentalist Story of Science, essentially promoting a counter-narrative to the Enlightenment Story of Science through articulating how humanity participates in an evolving universal consciousness through our embodied interaction and cooperative interdependence within nested, self-producing (autopoetic) systems, from the micro- to the macroscopic. This contemporary account of the natural world, its inter-related systems, and their dynamics may be understood as expressing a creative and generative energy—a kind of consciousness-that transcends the human yet also encompasses it

    To See Great Wonders: A History of Xavier University, 1831-2006

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    A history of Xavier University, Cincinnati, Ohio from 1831-2006.https://www.exhibit.xavier.edu/ebooks/1000/thumbnail.jp
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