On Adolescent Creativity in Online Learning The final assignment for EDU800 was an “elevator pitch”—an exercise in developing the ability to clearly and succinctly communicate our current interests at any given time. Wow. It was hard—not the writing of it; the delivering of it. We were asked to create and post a two-minute video outliningContinue reading “The Big Question:”
Tag Archives: annotation
The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning
Image: Joy Reeves – The Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School. ANNOTATION: Borup, J., West R., Graham C. and Davies, R. (2014) The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning. Journal of Technology and Teacher Engagement 22(1), 107-129. Enrollments in K-12 online learning continue toContinue reading “The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning”
Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis
ANNOTATION: Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis Deschryver, M. (2014). Higher order thinking in an online world: Toward a theory of web-mediated knowledge synthesis. Teachers College Record, 116(12), 1-44. Access to the web is nearly ubiquitous at home, work, and school. Most people use the web for straightforward information-based tasks, butContinue reading “Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis”
Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs
PHOTO: iStock ANNOTATION: An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. Twenty-first century educational thinking moves beyond what Reigeluth (cited in paper, 1994, 1999b) referred to a factory-model “sorting” role, to achieve a higher-order learning role better designedContinue reading ” Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs”
On the Development and Practice of AI Technology for Contemporary Popular Music Production
[Photo: Berklee Online.] ANNOTATION: Deruty, E., Grachten, M., Lattner, S., Nistal, J., and Aouameur, C. (2022). On the Development and Practice of AI Technology for Contemporary Popular Music Production. Transactions of the International Society for Music Information Retrieval, 5(1), 35–49. DOI: https://doi. org/10.5334/tismir.100 The music industry has been abuzz with discussion on AI’s entry intoContinue reading “On the Development and Practice of AI Technology for Contemporary Popular Music Production”
What is engagement and is it different than motivation?
FOCUSED LITERATURE REVIEW #6: “The Relationship Between Student Motivation and Class Engagement Levels” Nayır, F. (2017). The Relationship between Student Motivation and Class Engagement Levels. Eurasian Journal of Educational Research, 17 (71), 59-78. This post is a little different than previous. EDU 811 “Motivation in Online and Blended Learning” requires weekly-ish deep reads of oneContinue reading “What is engagement and is it different than motivation?”
Self-determination theory: An approach to motivation in music education
ANNOTATION: Evans, Paul (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83. doi: 10.1177/10298649/4568044. Though numerous motivational models have been previously applied to understand motivation in music learning, no theoretical framework has been universally accepted. In this article, Evans provides an argument for Self-Determination Theory as an ideal theoretical modelContinue reading “Self-determination theory: An approach to motivation in music education”
Understanding feedback in online learning—A critical review and metaphor analysis
ANNOTATION: Jenson, Lasse X., Bearman, M. and Boud, D. (2021). Understanding Feedback in Online Learning: A Critical Review and Metaphor Analysis. Computers & Education 173 (4), 104271. doi.org/10.1016/j.compedu.2021.104271 Jenson et al.’s paper is a critical review of online learning research to explore the way that researchers define and conceive of the concept of “feedback” inContinue reading “Understanding feedback in online learning—A critical review and metaphor analysis”
The Effect of Individualized Online Instruction on TPACK Skills and Achievement in Piano Lessons
ANNOTATION: Kaleli, Y. S. (2021). The Effect of Individualized Online Instruction on TPACK Skills and Achievement in Piano Lessons. International Journal of Technology in Education 4(3), 399-412. doi.org/10.46328/ijte.143 This study worked with a control group and experimental group of music education majors to compare student learning outcomes and performance in online piano instruction via aContinue reading “The Effect of Individualized Online Instruction on TPACK Skills and Achievement in Piano Lessons”
“Using Learner Reviews to Inform Instructional Video Design in MOOCs”
ANNOTATION: Deng, R., & Gao, Y. (2023). Using Learner Reviews to Inform Instructional Video Design in MOOCs. Behavioral Sciences, 13(4), 330. https://doi.org/10.3390/bs13040330 Video watching is the most common instructional resource in MOOCs, and many studies have been completed to determine students’ impressions and preferences. However, according to the authors, most of these have been small studies, soContinue reading ““Using Learner Reviews to Inform Instructional Video Design in MOOCs””
Susan Gedutis Lindsay 