Elevating form and elevating modulation

The device known as, among other terms, truck-driver modulation, arranger's modulation and pump-up modulation is an important procedure for popular music, and one that merits a place in the harmony textbook. Emerging from a discussion of nomenclature, this paper proposes the terms of its title, which distinguishes between modulation as part of the overall form of a track, and modulation as a technical device. Four models are presented for the modulation, with a final discussion of different models used in the one track

Supporting Usability and Reusability Based on eLearning Standards

The IMS-QTI, and other related specifications have been developed to support the creation of reusable and pedagogically neutral assessment scenarios and content, as stated by the IMS Global Learning Consortium. In this paper we discuss how current specifications both constrain the design of assessment scenarios, and limit content reusability. We also suggest some solutions to overcome these limitations. The paper is based on our experience developing and testing an IMS QTI Lite compliant assessment authoring tool, QAed. It supports teacher centering, which is quite neglected when designing such tools. In the paper we also discuss how to make compatible standards support and user centering in eLearning applications and provide some recommendations for the design of the user interfaces

Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice

Johnson, M., Griffiths, D., & Hanslot, Z. (2010). Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open workshop (pp. 11-21). November, 19-20, 2009. Manchester, UK. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton. For the complete book please see http://hdl.handle.net/1820/3191Whilst effective design of reproducible learning experiences is perceived to be strategically important for educational institutions and many tools to assist in the processes of design and coordination have been developed, evidence suggests that these tools have had little success in gaining traction within the broad user base of teachers and learners. Using a case-study of the international expansion of a UK university, we show how an examination of the design of reproducible learner experiences which facilitates the separation of design from delivery has been necessitated. We describe an international computer-coordinated learning activity which has been designed to simulate the situation of international delivery and highlight communicational practice. The exercise also models the practices of online activity design and its efficacy in cross-cultural situations. Through an analysis both of the problem of the University and the activity to develop staff, we create a model of the conditions for the more widespread adoption of LD technology in the sector. To produce this model, we draw on the findings of the JISC SPLICE project, which aimed to change practice with social software, and on the Positioning Theory of Harré. We argue that with the redescription of the case-study using these distinctions, the priority to maximise the effectiveness of communications in the institution, the provision of good teaching and the coordination of a multi-national educational operation can be linked. Given these priorities, the model shows LD technology presenting a natural solution both for teachers and educational managers.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Rethinking informal learning

[EN]Informal learning has been always an important source of knowledge, perhaps the most important at the workplace, but its own informal nature has caused difficulties to be recognized and introduced in the “official” ways of training and certification. TEEM conference has paid special attention to the problems associated with informal learning from the first edition of this event, and now this track continues with this significant tradition with the aim of rethinking the informal learning basis

Rock criticism’s musical text: Robert Christgau’s writing about words and music in song

The academic study of rock criticism assumes musical works to be interesting for the way the words and music of song reflect history, society and culture. However, how did rock critics approach the musical text? This paper examines Robert Christgau’s writing on the balance between words and music in song, 1970-89. Christgau is then examined as a music analyst, based on a smaller collection of case studies including a sustained passage on DJ Shadow. A productive dialogue is suggested between the study of rock criticism and a music theory attentive to writing as a form of music analysis

ID5.2 Roadmap for KRSM RTD

Roadmap for KRSM RTD activities.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Editor's Note

Research on the relationship between computing and the meaning of human life flourishes proportionally to the increasing digitalization of our world. More and more, reflections on ethics and politics, spiritual values and religious experiences, beliefs, and practices make use of digital media in order to spread their content or express themselves. If we still consider that there is truth in the well-known dictum that “the medium is the message”, then it is worth asking how the content of these reflections and practices are changing today. Every change is the introduction of something new, and this novelty can be interpreted either as the improvement or the worsening of the current situation. Generally speaking, research on either the positive or negative interactions between the advances in AI and the dimension of spirituality and analogue thinking are based on at least three approaches. The first produces analogies between concepts from human studies and concepts from computer science; for instance, speaking of “modeling” for concepts in human sciences, or considering the universe to be intelligently organized in an algorithmic order. The second approach is the application of research on AI and computer science to develop new insights on the extents, limits, and perfectibility of spiritual topics, discussions, or even practices. Finally, the third approach applies sociological, philosophical, aesthetic, or even theological concepts to assess the changes that digitalization introduces in spiritual practices, beliefs, and cultures. This special issue analyzes the current state of the art, and it addresses all three models of the research. By doing so, the issue will place the general question of the distinction between human and machine into sharper relief

Moving Forward with Learning Analytics: Expert Views

Learning analytics involve the measurement, collection, analysis, and reporting of data about learners and their contexts, in order to understand and optimise learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and early adopters around the world are already developing and deploying these new tools. This paper reports on a study that investigated how the field is likely to develop by 2025, in order to make recommendations for action to those concerned with the implementation of learning analytics. The study used a Policy Delphi approach, presenting a range of future scenarios to international experts in the field and asking for responses related to the desirability and feasibility of these scenarios, as well as actions that would be required. Responses were received from 103 people from 21 countries. Responses were coded thematically, inter-rater reliability was checked using Cohen’s kappa coefficient, and data were recoded if kappa was below 0.6. The seven major themes that were identified within the data were power, pedagogy, validity, regulation, complexity, ethics, and affect. The paper considers in detail each of these themes and its implications for the implementation of learning analytics

Learning Analytics: Visions of the Future

It is important that the LAK community looks to the future, in order that it can help develop the policies, infrastructure and frameworks that will shape its future direction and activity. Taking as its basis the Visions of the Future study carried out by the Learning Analytics Community Exchange (LACE) project, the panelists will present future scenarios and their implications. The session will include time for the audience to discuss both the findings of the study and actions that could be taken by the LAK community in response to these findings