25 research outputs found
Guiding music students during workshop-based on-the-job learning
This article explains the realisation and impact of tutoring on learning through a new kind of on-the-job learning method in workshops led by professional musicians. The research is a qualitative case study involving 62 upper secondary Finnish vocational music students who participated in 11 workshops. The research data consist of (a) workshop plans and personal learning goals written by the students before the workshops and (b) reflective essays about experiences after the workshops. The data were analysed using theory-oriented content analyses. In the workshop, the guidance-oriented interaction promoting learning starts at the beginning of the workshop with cooperative planning. The interaction between the students and the professional musician influenced the nature of the guidance â the professional musician was more like a colleague rather than a teacher. The students expressed that they had been able to influence the workshop goals in different phases and, thus, their professional competence had increased significantly. In vocational institutes, it is important to observe different ways of realising on-the-job learning and to develop new models of action, like the workshop method, to promote the development of students' skills and competence
Työpajatyöskentely informaalin oppimisen muotona musiikkialan ammatillisessa koulutuksessa
TaÌssaÌ artikkelissa tarkastellaan pop- ja jazzmusiikin informaalia oppimista ja arvioidaan sitaÌ osana toisen asteen ammatillista muusikkokoulutusta konservatoriossa, missaÌ opetus on tyypillisesti opettajajohtoista. Se ei vaÌlttaÌmaÌttaÌ ole paras tyoÌskentelymalli pop- ja jazzmusiikissa, jossa traditioon on vahvasti kuulunut epaÌvirallisissa soittotilanteissa oppiminen. Artikkelissa tutkitaan konservatoriossa ammattimuusikoiden ja opiskelijoiden yhteistyoÌnaÌ toteuttamaa uudenlaista tyoÌssaÌoppimisen tyoÌpajatyoÌskentelyaÌ ja esitetaÌaÌn sitaÌ yhdeksi informaalin oppimisen ratkaisumalliksi. LaÌhestymistapa on musiikinopetuksessa varsin uusi ja aiheeseen liittyvaÌaÌ aiempaa tutkimusta on toistaiseksi melko vaÌhaÌn. Tutkimustulokset osoittavat, ettaÌ tyoÌpajoissa tapahtuu monentasoista muusikkoutta kehittaÌvaÌaÌ oppimista. Musiikkioppilaitoksissa tulee tunnistaa informaalin oppimisen potentiaali ja opettajien kehitettaÌvaÌ oppimisympaÌristoÌjaÌ, joissa sitaÌ hyoÌdynnetaÌaÌn. Soitettavien kappaleiden valinta, soittokokemuksista oppiminen ja oppimistulosten arviointi ovat merkittaÌvissaÌ maÌaÌrin opiskelijan vastuulla. NaÌmaÌ edellyttaÌvaÌt vastuullista ja aloitteellis- ta toimintaa, ongelmanratkaisukykyaÌ, yhteistyoÌtaitoja sekaÌ valmiutta kokemusten reflektointiin.The present article will examine informal learning in pop and jazz music education and evaluate it as a part of formal upper secondary vocational musiciansâ training. Typical teacherdirected model of working is not necessarily the best one in the context of pop and jazz music, which has traditionally benefitted from learning in informal playing situations. This article examines workshops, which were implemented as joint efforts with professional musicians. The adoption of this model is proposed for realizing informal learning in the field. This kind of approach is quite new in music education, and the research on the theme is still scarce. The findings of present research show that multilevel learning in workshops develops musicianship. Vocational music schools should recognize the potential of informal learning, and the teachers should develop learning environments to include such elements. The choice of music to be played, learning from playing experiences and the evaluation of learning outcomes are to a great extent within studentsâ responsibilities. Carrying them out requires responsible and initiative action, problem solving skills, communication skills and readiness for reflecting experiences
Problem Solution Processes of Musicians and Engineers: What do Their Approaches Look Like
PBL is learning through becoming conscious of practical and abstract problems and finding ways how to solve them. It can be a pattern which doesnât follow traditional divisions of disciplines. In this article the material was collected from two, in the first sight, very different groups. One was music students (N = 62) who had to learn to solve various practical and theoretical problems in preparing a program for a series of concerts as collective and individual action. The method used was the 7-step method which divides learning into seven phases proceeding from creating the social frame of reference and mental models (steps 1â4) through actual work (steps 5â6) to the evaluation of the outcomes (step 7). Another group consisted of international, multicultural business leaders in engineering (N = 6). In using earlier the 7-step method, the approaches resembled those of the music students: deepening their professional competences. To engage their ability to use imagination and connect reality with brainstorming and mental flexibility, the creative PBL method 635 was used. Three practical problems were solved so that the solutions included new viewpoints which would be applied to meet the real needs in the near future. The results show that not only were the learning targets of both groups reached but, with reflection included, the processes widened the professional competences of the participants
Na poti k profesionalnosti v glasbi: samoocenjevanje ucnih strategij ĆĄtudentov konservatorija za glasbo
One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music studentsâ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful. One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music studentsâ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful. (DIPF/Orig.
Opetussuunnitelman uudistaminen korkeakoulussa. Osa II: ydinosaamisesta osaamisprofiilin laadintaan
Suomalaisessa koulutusjĂ€rjestelmĂ€ssĂ€ korkeakouluilla on merkittĂ€vĂ€ itsemÀÀrÀÀmisoikeus opetuksen suunnittelussa ja toteutuksessa. LainsÀÀdĂ€ntö mÀÀrittelee lĂ€hinnĂ€ opintojen rakenteen, laajuuden sekĂ€ tutkintojen tason kansallisen viitekehyksen mukaan (tasot 6â8). Tutkintokoulutusten opetussuunnitelmia on uudistettava aika-ajoin, tyypillisesti työelĂ€mĂ€n osaamisvaatimuksiin nivoutuen. Kuvaan kolmiosaisessa blogikirjoitussarjassa opetussuunnitelmien uudistamisen kolmivaiheisen toteutusmallin ja kĂ€sittelen esimerkkien kautta mallin hyödyntĂ€mistĂ€ tutkintokoulutuksen opetussuunnitelmauudistuksessa
KansainvĂ€lisyys- ja monikulttuurisuusosaaminen opettajan työssĂ€ â kaksi opetusvideota
KansainvÀlisyys on lÀsnÀ koulutuksessa monin tavoin. Erilaiset liikkuvuudet sekÀ kehittÀmishankkeet kansainvÀlisten kumppaneiden kesken ovat jo arkipÀivÀÀ sekÀ toisen asteen ammatillisessa koulutuksessa ettÀ korkeakouluissa. Toisaalta Suomi on monikulttuurinen maa, mikÀ nÀkyy myös oppilaitoksissa. Edelliset asettavat vaatimuksia opettajan osaamiselle. Osaava opettaja toimii kansainvÀlisissÀ verkostoissa ja ohjaa kulttuurisilta taustoiltaan erilaisia opiskelijoita.
Opettajakorkeakoulun kaksi kÀsikirjoitettua miniluentoa kÀsittelevÀt edellÀ kuvattuja asioita ja antavat perustietoa opettajien kansainvÀlisyys- ja monikulttuurisuusosaamisen kehittÀmiseksi
Opetussuunnitelman uudistaminen korkeakoulussa. Osa I: koulutuksen tarkoitus
Suomalaisessa koulutusjĂ€rjestelmĂ€ssĂ€ korkeakouluilla on merkittĂ€vĂ€ itsemÀÀrÀÀmisoikeus opetuksen suunnittelussa ja toteutuksessa. LainsÀÀdĂ€ntö mÀÀrittelee lĂ€hinnĂ€ opintojen rakenteen, laajuuden sekĂ€ tutkintojen tason kansallisen viitekehyksen mukaan (tasot 6â8). Tutkintokoulutusten opetussuunnitelmia on uudistettava aika-ajoin, tyypillisesti työelĂ€mĂ€n osaamisvaatimuksiin nivoutuen. Kuvaan kolmiosaisessa blogikirjoitussarjassa opetussuunnitelmien uudistamisen kolmivaiheisen toteutusmallin ja kĂ€sittelen esimerkkien kautta mallin hyödyntĂ€mistĂ€ tutkintokoulutuksen opetussuunnitelmauudistuksessa
MikÀ meitÀ motivoi eli kuinka opettaja edistÀÀ oppimismotivaation kasvua?
Oppimiseen liittyvĂ€ssĂ€ keskustelussa sivutaan usein motivaatiota â toinen opiskelija on hurjan oppiva ja motivoitunut, toista ei voisi vĂ€hempÀÀ kiinnostaa. Opettajan pitĂ€isi osata opettaa ja ohjata molempia niin, ettĂ€ motivaatio kasvaisi, ei kuihtuisi. Mutta miten? Ihmisen psykologisten perustarpeiden tyydyttyminen on ratkaisevaa. Opettajan on suunniteltava oppimisympĂ€ristöt tukemaan opiskelijan autonomian sekĂ€ yhteenkuuluvuuden ja kyvykkyyden kehittymistĂ€. Blogikirjoituksessa tehdÀÀn tiivis yhteenveto kĂ€ytĂ€nnön toimista, joilla opettaja voi tukea opiskelijoidensa motivaation kasvua