Assessing a Collaborative Online Environment for Music Composition

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual semi-structured interviews with the participants were conducted to analyze the participants\u2019 perspectives regarding the e-learning environment\u2019s functionality, the resources of the e-learning platform, and their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed that the participants successfully completed the composition task in the virtual environment, and that they demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses. Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual activity effective for learning: The learning environment, the platform, the technological resources, the level of challenge, and the nature of the activity. The possible implications of the findings for research on online collaborative composition are also considered

A validity and reliability study of the Attitudes toward Sustainable Development scale

This article describes the development and validation of the Attitudes toward Sustainable Development scale, a quantitative 20-item scale that measures Italian university students\u2019 attitudes toward sustainable development. A total of 484 undergraduate students completed the questionnaire. The validity and reliability of the scale was statistically tested by computing the KMO and Bartlett tests and via an exploratory factor analysis, descriptive statistics, Cronbach\u2019s alpha, a confirmatory factor analysis and a multi-group invariance testing. The results of the principal components factor analysis show that the scale consists of the following four dimensions, with five items in each: environment, economy, society and education. The overall structure and measurement of the scale are confirmed by the confirmatory factor analysis and by the multi-group invariance testing. Internal reliability, which was found using Cronbach\u2019s alpha, varies between .660 and .854. The results show that the instrument meets the validity and reliability criteria. To demonstrate its utility, the scale was applied to detect differences in sustainable development attitudes among students pursuing degrees in psychology and in agriculture. Relevant differences were detected for the dimensions of environment and society. The Attitudes toward Sustainable Development scale could be useful for understanding the ways in which students think about sustainability issues and could be used to investigate the relationship between sustainability attitudes and other variables

Assessing the infusion of sustainability principles into university curricula

open3siThe current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were ìhuman connections to the physical and natural worldî, and ìethics/valuesî. The most relevant ESD topics were: ìsustainable production/consumptionî and ìhealth promotionî. The most infused ESD pillars (competencies) were: ìlearning to knowî and ìlearning to doî. The most relevant ESD principles were: ìpracticed locallyî and ìresponds through applied learningî. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula. Keywords: education for sustainable development, higher education, professional development, curricula revision, Reorient University Curricula to Address Sustainability (RUCAS)openBiasutti, Michele; De Baz, Theodora; Alshawa, HalaBiasutti, Michele; De Baz, Theodora; Alshawa, Hal

Effects of Music Therapy on Drug Therapy of Adult Psychiatric Outpatients: A Pilot Randomized Controlled Study

Objective: Framed in the patients\u2019 engagement perspective, the current study aims to determine the effects of group music therapy in addition to drug care in comparison with drug care in addition to other non-expressive group activities in the treatment of psychiatric outpatients. Method: Participants (n D 27) with ICD-10 diagnoses of F20 (schizophrenia), F25 (schizoaffective disorders), F31 (bipolar affective disorder), F32 (depressive episode), and F60 (specific personality disorders) were randomized to receive group music therapy plus standard care (48 weekly sessions of 2 h) or standard care only. The clinical measures included dosages of neuroleptics, benzodiazepines, mood stabilizers, and antidepressants. Results: The participants who received group music therapy demonstrated greater improvement in drug dosage with respect to neuroleptics than those who did not receive group music therapy. Antidepressants had an increment for both groups that was significant only for the control group. Benzodiazepines and mood stabilizers did not show any significant change in either group. Conclusion: Group music therapy combined with standard drug care was effective for controlling neuroleptic drug dosages in adult psychiatric outpatients who received group music therapy. We discussed the likely applications of group music therapy in psychiatry and the possible contribution of music therapy in improving the psychopathological condition of adult outpatients. In addition, the implications for the patient-centered perspective were also discussed

Approcci collaborativi in ambienti virtuali: l’esperienza di un corso universitario online

Questo articolo descrive uno studio in ambito universitario nel quale è stato adottato un metodo collaborativo basato sull’interazione sociale con la teoria del costruttivismo sociale come paradigma di riferimento. Gli studenti hanno partecipato alle attività del modulo di e-learning in un ambiente asincrono che sono state valutate utilizzando un questionario di auto-valutazione che ha permesso di raccogliere dati quantitativi e qualitativi sulla soddisfazione degli studenti sulle attività collaborative. L’articolo discute anche la progettazione didattica utilizzata nel corso. I risultati dimostrano che i partecipanti hanno aumentato le loro potenzialità didattiche come insegnanti. I risultati sono discussi in relazione all’implementazione di attività collaborative nella formazione a distanza degli insegnanti

Forum e wiki a confronto come strumenti per l’apprendimento collaborativo online

The current paper consists of a comparative study of forums and wikis as tools for online collaborative learning. The comparison was developed considering the data gathered during a collaborative experience in an asynchronous e-learning environment. The activities consisted of forum discussions and designing a project in a wiki environment and lasted five weeks. The research method included both qualitative and quantitative analyses. The qualitative aspects were assessed using an open-ended questionnaire for collecting the participant perspective about the functionality of the collaborative tools. A quantitative comparison of forums and wikis was conducted applying a coding scheme based on the following categories: (1) inferencing, (2) producing, (3) developing, (4) evaluating, (5) summarizing, (6) organizing, and (7) supporting. Results provided evidence of the different processes during the forums and wikis activities: processes of inferencing, evaluating, organizing and supporting were more relevant in forum discussions while wikis generated mainly processes of producing and developing. Differentpurposes have been emerged: forums were valuable for sharing ideas and discussing, while wikis were worthwhile for developing a common collaborative document. Moreover, the perceived time involved in performing the activities was different: while wikis required more time and were more difficult to use than forums, forums were easier to access than wikis.As a conclusion it is not possible to define a superiority of a tool than another because each tool has his own features and aims. Forums and wikis have complementary functions and should be organized to complete each other for scaffolding students’ selfregulated strategies and learning. The results are discussed in the context of selecting properly the tools during planning collaborative online activities.La presente ricerca propone un’analisi comparativa tra forum e wiki come strumenti per l’apprendimento collaborativo online. Il confronto è stato condotto analizzando i dati raccolti durante un’esperienza collaborativa in un ambiente virtuale di apprendimento asincrono. Le attività sono consistite in discussioni nel forum e nella stesura di un progetto in un ambiente wiki. Il metodo di ricerca ha compreso analisi qualitative e quantitative. Gli aspetti qualitativi sono stati valutati utilizzando un questionario con domande aperte per raccogliere la prospettiva dei partecipanti sulla funzionalità degli strumenti collaborativi. Forum e wiki sono stati oggetto di un confronto quantitativo applicando uno schema di codifica con i seguenti indicatori: (1) inferenza, (2) produzione, (3) sviluppo, (4) valutazione, (5) sintesi, (6) organizzazione, e (7) supporto. I risultati hanno dato conto dei diversi processi che sono stati attivati nei forum e wiki: processi come l’inferenza, la valutazione, l’organizzazione e il supporto hanno caratterizzato le discussioni nel forum, mentre i wiki hanno indotto principalmente processi di produzione e sviluppo.Sono emersi anche obiettivi diversi: i forum sono stati utili per discutere, condividere idee mentre i wiki sono stati usati per comporre collaborativamente un documento. Inoltre, il tempo percepito per svolgere le attività è stato diverso: l’accesso ai forum è stato più facile rispetto ai wiki, mentre i wiki hanno richiesto più tempo e sono stati più difficili da usare rispetto ai forum. Come conclusione generale non è possibile affermare la superiorità di uno strumento rispetto all’altro perché ogni strumento ha delle caratteristiche e scopi propri. Forum e wiki hanno funzioni complementari e dovrebbero essere usati in maniera integrativa per supportare le strategie di autoregolazione e l’apprendimento degli studenti. I risultati sono discussi considerando i problemi di selezione degli strumenti nell’ambito della progettazione di corsi collaborativi in ambienti virtuali

the students survey of education for sustainable development competencies a comparison among faculties

Abstract The paper reports research employing a quantitative approach to investigating the competences of university students about educating for sustainable development (ESD). Participants were 467 bachelor students of the following five areas: social sciences, educational sciences, applied sciences, engineering and health sciences. The Student Survey of Education for Sustainable Development Competencies was employed. Internal consistency and factor structure of this questionnaire were investigated by assessing Cronbach's alphas and by performing exploratory factor analysis. Data were subjected to ANOVA for comparing the students of the five faculties. The relevance of factors and the differences between students of different areas were discussed considering also how to infuse ESD principles in university curricula. The aim is reorienting university study programmes in various faculties to prepare students about sustainable development issues

Five parameters for studying leadership styles in orchestra conductors

This study aims to investigate leadership in orchestra conducting and interrogate educational principles to improve conducting pedagogy. Effective leadership implies a set of interpersonal, communicational, and emotional skills combined with a high level of expertise, which may enable the leader to not only achieve excellent outcomes but also create a positive and collaborative working climate and vision for the performance. This work demonstrates that there are strong implications between effective leadership and orchestra conducting. We examine how orchestra conductors are perceived to be effective leaders and deduce from general leadership theories the following five parameters: charisma, stage presence, nonverbal communication, relationships with musicians, and leadership style. Interviews with orchestra conductors and performers support these five parameters for effective orchestra conducting. We perform a detailed analysis of the profiles of two renowned orchestra leaders— namely, Herbert von Karajan and Gustavo Dudamel— to test the five parameters and distill educational implications for both scholars and practitioners. The results are presented and discussed, along with implications for the education of orchestra conductors