109,329 research outputs found
Employing Crowdsourcing for Enriching a Music Knowledge Base in Higher Education
This paper describes the methodology followed and the lessons learned from
employing crowdsourcing techniques as part of a homework assignment involving
higher education students of computer science. Making use of a platform that
supports crowdsourcing in the cultural heritage domain students were solicited
to enrich the metadata associated with a selection of music tracks. The results
of the campaign were further analyzed and exploited by students through the use
of semantic web technologies. In total, 98 students participated in the
campaign, contributing more than 6400 annotations concerning 854 tracks. The
process also led to the creation of an openly available annotated dataset,
which can be useful for machine learning models for music tagging. The
campaign's results and the comments gathered through an online survey enable us
to draw some useful insights about the benefits and challenges of integrating
crowdsourcing into computer science curricula and how this can enhance
students' engagement in the learning process.Comment: To be published in The 4th International Conference on Artificial
Intelligence in Education Technology (AIET 2023), Berlin, Germany, 31 June-2
July 2023. For The GitHub code for the created music dataset, see
https://github.com/vaslyb/MusicCro
Dalcroze meets technology : integrating music, movement and visuals with the Music Paint Machine
peer reviewedNew interactive music educational technologies are often seen as a āforce of changeā, introducing new approaches that address the shortcomings (e.g. score-based, teacher-centred and disembodied) of the so-called traditional teaching approaches. And yet, despite the growing belief in their educational potential, these new technologies have been problematised with regard to their design, reception, implementation and evaluation. A possible way to optimise the realisation of the educational potential of interactive music educational technologies is to connect their use to music educational approaches that stood the test of time and as such may inspire technologies to become a bridge between tradition and innovation. This article describes an educational technology (the Music Paint Machine) that integrates the creative use of movement and visualisation to support instrumental music teaching and learning. Next, it connects this application to such an established music educational method, the Dalcroze approach. Through the lens of a set of interconnected aspects, it is shown how the Music Paint Machineās conceptual design aligns to the underlying principles of this approach. In this way, it is argued that integrating Dalcroze-inspired practices is a plausible way of realising the didactic potential of the system. An appendix with example exercises is provided
WavJourney: Compositional Audio Creation with Large Language Models
Large Language Models (LLMs) have shown great promise in integrating diverse
expert models to tackle intricate language and vision tasks. Despite their
significance in advancing the field of Artificial Intelligence Generated
Content (AIGC), their potential in intelligent audio content creation remains
unexplored. In this work, we tackle the problem of creating audio content with
storylines encompassing speech, music, and sound effects, guided by text
instructions. We present WavJourney, a system that leverages LLMs to connect
various audio models for audio content generation. Given a text description of
an auditory scene, WavJourney first prompts LLMs to generate a structured
script dedicated to audio storytelling. The audio script incorporates diverse
audio elements, organized based on their spatio-temporal relationships. As a
conceptual representation of audio, the audio script provides an interactive
and interpretable rationale for human engagement. Afterward, the audio script
is fed into a script compiler, converting it into a computer program. Each line
of the program calls a task-specific audio generation model or computational
operation function (e.g., concatenate, mix). The computer program is then
executed to obtain an explainable solution for audio generation. We demonstrate
the practicality of WavJourney across diverse real-world scenarios, including
science fiction, education, and radio play. The explainable and interactive
design of WavJourney fosters human-machine co-creation in multi-round
dialogues, enhancing creative control and adaptability in audio production.
WavJourney audiolizes the human imagination, opening up new avenues for
creativity in multimedia content creation.Comment: Project Page: https://audio-agi.github.io/WavJourney_demopage
Music\u27s Influence on Cognitive Development
Many people have disputed that music affect\u27s brain development. Often, people will challenge the idea that music can lead to an enhancement of higher brain functioning. However, it has been demonstrated, through varied use of music that people benefit from music\u27s impact on both hemispheres of the brain, which make learning easier. Through the collection of multiple resources, my research study will focus on the various benefits of music with regard to cognitive development. The action research study will be based on music integration at the elementary level and its impact on student learning and motivation. I will survey various classroom teachers to understand the involvement of music in their curriculum and music services offered to students with special needs. The goal of this research study is to investigate the relationship between music and brain growth with regard to student learning and motivation within the classroom. I hope to find a strong connection between engaging children with music at various levels and development. Also, I am hoping to find an increase in student motivation when music is integrated within the curriculum. This topic was chosen because of its impact on my childhood. I grew up with music in my home and in various classroom settings. I felt that music helped me to remember things when they were put to music. In first grade my teacher would play her guitar and we would sing songs. To this day I still remember Down by the Bay... a song about creating rhymes. I feel that this had an influence on my achievement because it always kept me thinking and learning new things keeps my brain exercised
On the integration of digital technologies into mathematics classrooms
Troucheās (2003) presentation at the Third Computer Algebra in Mathematics Education Symposium focused on the notions of instrumental genesis and of orchestration: the former concerning the mutual transformation of learner and artefact in the course of constructing knowledge with technology; the latter concerning the problem of integrating technology into classroom practice. At the Symposium, there was considerable discussion of the idea of situated abstraction, which the current authors have been developing over the last decade. In this paper, we summarise the theory of instrumental genesis and attempt to link it with situated abstraction. We then seek to broaden Troucheās discussion of orchestration to elaborate the role of artefacts in the process, and describe how the notion of situated abstraction could be used to make sense of the evolving mathematical knowledge of a community as well as an individual. We conclude by elaborating the ways in which technological artefacts can provide shared means of mathematical expression, and discuss the need to recognise the diversity of studentās emergent meanings for mathematics, and the legitimacy of mathematical expression that may be initially divergent from institutionalised mathematics
The Faculty Notebook, September 2016
The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost
The Faculty Notebook, December 2006
The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost
The Role of Technology in Music Education: a Survey of Computer Usage in Teaching Music in Colleges of Education in The Volta Region, Ghana
The study sought to find out the role of computer technology in music education in Colleges of Education in the Volta Region of Ghana. It aimed at surveying the use of computer technology for teaching music and exploring the instructional prospects for computer technology usage in music in Colleges of Education. The study employed Rogersā Diffusion Innovation theory and descriptive survey research method. Data was
collected from the respondents using questionnaire, interview, and observation. The study revealed that even though about 90% of the music tutors have good academic qualification and over five years teaching experience, lack of competence in handling computer technology in teaching music among some music tutors and incoherent ICT initiatives hindered proper application of computer technology in the field of music
education. It is however envisaged that increasing access and coherent computer technology initiatives will be paramount for the teaching of music in the Colleges of Education
Empirical modelling principles to support learning in a cultural context
Much research on pedagogy stresses the need for a broad perspective on learning. Such a perspective might take account (for instance) of the experience that informs knowledge and understanding [Tur91], the situation in which the learning activity takes place [Lav88], and the influence of multiple intelligences [Gar83]. Educational technology appears to hold great promise in this connection. Computer-related technologies such as new media, the internet, virtual reality and brain-mediated communication afford access to a range of learning resources that grows ever wider in its scope and supports ever more sophisticated interactions.
Whether educational technology is fulfilling its potential in broadening the horizons for learning activity is more controversial. Though some see the successful development of radically new educational resources as merely a matter of time, investment and engineering, there are also many critics of the trends in computer-based learning who see little evidence of the greater degree of human engagement to which new technologies aspire [Tal95].
This paper reviews the potential application to educational technology of principles and tools for computer-based modelling that have been developed under the auspices of the Empirical Modelling (EM) project at Warwick [EMweb]. This theme was first addressed at length in a previous paper [Bey97], and is here revisited in the light of new practical developments in EM both in respect of tools and of model-building that has been targetted at education at various levels. Our central thesis is that the problems of educational technology stem from the limitations of current conceptual frameworks and tool support for the essential cognitive model building activity, and that tackling these problems requires a radical shift in philosophical perspective on the nature and role of empirical knowledge that has significant practical implications.
The paper is in two main sections. The first discusses the limitations of the classical computer science perspective where educational technology to support situated learning is concerned, and relates the learning activities that are most closely associated with a cultural context to the empiricist perspective on learning introduced in [Bey97]. The second outlines the principles of EM and describes and illustrates features of its practical application that are particularly well-suited to learning in a cultural setting
Straddling the intersection
Music technology straddles the intersection between art and science and presents those who choose to work within its sphere with many practical challenges as well as creative possibilities. The paper focuses on four main areas: secondary education, higher education, practice and research and finally collaboration. The paper emphasises the importance of collaboration in tackling the challenges of interdisciplinarity and in influencing future technological developments
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