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The interaction between the student and the study material when learning a music instrument over the internet Kristo Ko, MA University of Tartu, PhD student Estonian Academy of Music and Theatre, lecturer March 2009 Tuesday, October 2,

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The interaction between the student and the study material when learning a music instrument

  • ver the internet

Kristo Käo, MA University of Tartu, PhD student Estonian Academy of Music and Theatre, lecturer March 2009

Tuesday, October 2, 2012

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E-learning and music education – what are the experiences so far?

Tuesday, October 2, 2012

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E-learning and music education – what are the experiences so far?

 Berklee College of Music in Boston – 8000

enrolled online students in 2008 (Schlager 2008)

Tuesday, October 2, 2012

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E-learning and music education – what are the experiences so far?

 Berklee College of Music in Boston – 8000

enrolled online students in 2008 (Schlager 2008)

 University of Northern Iowa: project in 1993

with cable to 99 county-schools. Masterclasses and group lessons.

Tuesday, October 2, 2012

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E-learning and music education – what are the experiences so far?

 Berklee College of Music in Boston – 8000

enrolled online students in 2008 (Schlager 2008)

 University of Northern Iowa: project in 1993

with cable to 99 county-schools. Masterclasses and group lessons.

 Manhattan School of Music – 1700 students

from year 2000 in 25 states. Real time!

Tuesday, October 2, 2012

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E-learning and music education – what are the experiences so far?

 Berklee College of Music in Boston – 8000

enrolled online students in 2008 (Schlager 2008)

 University of Northern Iowa: project in 1993

with cable to 99 county-schools. Masterclasses and group lessons.

 Manhattan School of Music – 1700 students

from year 2000 in 25 states. Real time!

 Gibson's online lessons since 2006

Tuesday, October 2, 2012

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E-learning and music education – what are the experiences so far?

 Berklee College of Music in Boston – 8000

enrolled online students in 2008 (Schlager 2008)

 University of Northern Iowa: project in 1993

with cable to 99 county-schools. Masterclasses and group lessons.

 Manhattan School of Music – 1700 students

from year 2000 in 25 states. Real time!

 Gibson's online lessons since 2006  Hundreds of non-professional websites

Tuesday, October 2, 2012

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What are the most often mentioned benefits of e-learning?

Tuesday, October 2, 2012

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What are the most often mentioned benefits of e-learning?

Big amount of students

Tuesday, October 2, 2012

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What are the most often mentioned benefits of e-learning?

Big amount of students Low costs

Tuesday, October 2, 2012

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What are the most often mentioned benefits of e-learning?

Big amount of students Low costs Interaction between students (an online community)

Tuesday, October 2, 2012

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What are the most often mentioned benefits of e-learning?

Big amount of students Low costs Interaction between students (an online community) People in distant areas have equal chances

Tuesday, October 2, 2012

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What are the most often mentioned benefits of e-learning?

Big amount of students Low costs Interaction between students (an online community) People in distant areas have equal chances Continuing education for teachers

Tuesday, October 2, 2012

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Do we need e-learning at all?

Tuesday, October 2, 2012

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Do we need e-learning at all?

There are piles of books and journal articles discussing the pros and contras of e-learning, but we must not forget the fact that e- learning exists already!

Tuesday, October 2, 2012

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Do we need e-learning at all?

There are piles of books and journal articles discussing the pros and contras of e-learning, but we must not forget the fact that e- learning exists already! E-learning is already an integral part of economy!

Tuesday, October 2, 2012

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Do we need e-learning at all?

There are piles of books and journal articles discussing the pros and contras of e-learning, but we must not forget the fact that e- learning exists already! E-learning is already an integral part of economy! It is too late to discuss whether to have it or not, now it is time to get the best out of it!

Tuesday, October 2, 2012

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Do we need e-learning at all?

There are piles of books and journal articles discussing the pros and contras of e-learning, but we must not forget the fact that e- learning exists already! E-learning is already an integral part of economy! It is too late to discuss whether to have it or not, now it is time to get the best out of it! To use the ICT for educational purposes is one of the best options available.

Tuesday, October 2, 2012

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Do we need e-learning at all?

There are piles of books and journal articles discussing the pros and contras of e-learning, but we must not forget the fact that e- learning exists already! E-learning is already an integral part of economy! It is too late to discuss whether to have it or not, now it is time to get the best out of it! To use the ICT for educational purposes is one of the best options available. E-learning doesn't exist only in the official educational systems but people use the internet to learn the most different things (from fixing a car to playing the guitar!) every day.

Tuesday, October 2, 2012

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What are the general problems of e-learning?

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What are the general problems of e-learning?

 Lack of personal contact

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What are the general problems of e-learning?

 Lack of personal contact  Quality of education can suffer (and the market

won't regulate that because students cannot evaluate the quality properly (Smith, Mitry 2006))

Tuesday, October 2, 2012

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What are the general problems of e-learning?

 Lack of personal contact  Quality of education can suffer (and the market

won't regulate that because students cannot evaluate the quality properly (Smith, Mitry 2006))

 Communication isn't always a benefit and can

spend time (Thorpe, Godwin 2006)

Tuesday, October 2, 2012

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What are the general problems of e-learning?

 Lack of personal contact  Quality of education can suffer (and the market

won't regulate that because students cannot evaluate the quality properly (Smith, Mitry 2006))

 Communication isn't always a benefit and can

spend time (Thorpe, Godwin 2006)

 Against traditions (in studies of classical music it

can be very important!)

Tuesday, October 2, 2012

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What are the general problems of e-learning?

 Lack of personal contact  Quality of education can suffer (and the market

won't regulate that because students cannot evaluate the quality properly (Smith, Mitry 2006))

 Communication isn't always a benefit and can

spend time (Thorpe, Godwin 2006)

 Against traditions (in studies of classical music it

can be very important!)

 Problems caused by the environment - internet

Tuesday, October 2, 2012

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What is an interaction?

 When all parties of the communication process

influence each other, then they INTERACT

Tuesday, October 2, 2012

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Three types of interaction

 Teacher-student interaction  Student-student interaction  Student-study material interaction (Moore, 1989)

Tuesday, October 2, 2012

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Three types of interaction

 Teacher-student interaction  Student-student interaction  Student-study material interaction (Moore, 1989)

4th type: Teacher-student interaction - it is very important, too, but the problems are similar to the student-study material interaction.

Tuesday, October 2, 2012

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Different study models employ different types of interaction

Tuesday, October 2, 2012

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Different study models employ different types of interaction

 The traditional individual music lesson has an

emphasis on the teacher-student interaction – the information flows in a spiral manner.

Tuesday, October 2, 2012

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Different study models employ different types of interaction

 The traditional individual music lesson has an

emphasis on the teacher-student interaction – the information flows in a spiral manner.

 In a group lesson the student-student interaction

comes into effect, too.

Tuesday, October 2, 2012

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Different study models employ different types of interaction

 The traditional individual music lesson has an

emphasis on the teacher-student interaction – the information flows in a spiral manner.

 In a group lesson the student-student interaction

comes into effect, too.

 Student-study material interaction is possible

when the study material is interactive. In e- learning this is the most influenceable type of interaction.

Tuesday, October 2, 2012

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The levels of interaction in a study material

 The level of interaction between student and study

material can vary

 On the basis of the possibilities of a student to lead

the flow of information in an electronic study material it is common to talk about 4 levels of interaction.

Tuesday, October 2, 2012

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Levels of interaction: Level 1

Tuesday, October 2, 2012

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Levels of interaction: Level 1

 The material is mostly passive

Tuesday, October 2, 2012

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Levels of interaction: Level 1

 The material is mostly passive  A student has limited possibilities to lead the flow

  • f information

Tuesday, October 2, 2012

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Levels of interaction: Level 1

 The material is mostly passive  A student has limited possibilities to lead the flow

  • f information

 It is a direct display of information using the ICT

tools

Tuesday, October 2, 2012

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Levels of interaction: Level 1

 The material is mostly passive  A student has limited possibilities to lead the flow

  • f information

 It is a direct display of information using the ICT

tools

 No feedback or limited feedback

Tuesday, October 2, 2012

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Levels of interaction: Level 1

 The material is mostly passive  A student has limited possibilities to lead the flow

  • f information

 It is a direct display of information using the ICT

tools

 No feedback or limited feedback  Linear, a student cannot change the order of

upcoming bits of information

Tuesday, October 2, 2012

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Levels of interaction: Level 1 – when to use?

Tuesday, October 2, 2012

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Levels of interaction: Level 1 – when to use?

 With limited resources of money/time etc  The goal is just to make the information available

to the students

 The information is a description of something

Tuesday, October 2, 2012

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Levels of interaction: Level 2

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Levels of interaction: Level 2

 Active learning

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material  Simple non-linear structures (multiple choices)

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material  Simple non-linear structures (multiple choices)  Material gives feedback

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material  Simple non-linear structures (multiple choices)  Material gives feedback  Student has a chance to demonstrate her/his skills

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material  Simple non-linear structures (multiple choices)  Material gives feedback  Student has a chance to demonstrate her/his skills  Multiple choice questions

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material  Simple non-linear structures (multiple choices)  Material gives feedback  Student has a chance to demonstrate her/his skills  Multiple choice questions  Simple tests, games

Tuesday, October 2, 2012

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Levels of interaction: Level 2

 Active learning  Student leads the material  Simple non-linear structures (multiple choices)  Material gives feedback  Student has a chance to demonstrate her/his skills  Multiple choice questions  Simple tests, games  Examples of real situations

Tuesday, October 2, 2012

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Levels of interaction: Level 2 – when to use?

Tuesday, October 2, 2012

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Levels of interaction: Level 2 – when to use?

 The main body of information consists of certain

rules

 When the material requires practicing  When it is necessary for the student to use the

material several times

Tuesday, October 2, 2012

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Levels of interaction Level 3

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

 Non-linear structure

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

 Non-linear structure  Student has to make decisions

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

 Non-linear structure  Student has to make decisions  Content is displayed in realistic contexts

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

 Non-linear structure  Student has to make decisions  Content is displayed in realistic contexts  Flexible navigation

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

 Non-linear structure  Student has to make decisions  Content is displayed in realistic contexts  Flexible navigation  Extensive use of graphics and photos

Tuesday, October 2, 2012

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Levels of interaction Level 3

 Active learning  Student can lead the flow of information much

more

 Non-linear structure  Student has to make decisions  Content is displayed in realistic contexts  Flexible navigation  Extensive use of graphics and photos  Animations (narrative and interactive)

Tuesday, October 2, 2012

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Levels of interaction: Level 3 – when to use?

Tuesday, October 2, 2012

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Levels of interaction: Level 3 – when to use?

 When it is necessary to learn to make decisions  Multidimensional problems  Real-life situations  Material needs practicing  Complicated scenarios

Tuesday, October 2, 2012

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Levels of interaction: Level 4

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Levels of interaction: Level 4

 High-level active study

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Levels of interaction: Level 4

 High-level active study  Student has full control over the material

Tuesday, October 2, 2012

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Levels of interaction: Level 4

 High-level active study  Student has full control over the material  Non-linear presenting, multiple scenarios

Tuesday, October 2, 2012

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Levels of interaction: Level 4

 High-level active study  Student has full control over the material  Non-linear presenting, multiple scenarios  Needs complex decisions

Tuesday, October 2, 2012

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Levels of interaction: Level 4

 High-level active study  Student has full control over the material  Non-linear presenting, multiple scenarios  Needs complex decisions  Possibility of correcting mistakes and trying again

Tuesday, October 2, 2012

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Levels of interaction: Level 4

 High-level active study  Student has full control over the material  Non-linear presenting, multiple scenarios  Needs complex decisions  Possibility of correcting mistakes and trying again  Student can see the causes of his/her decisions

Tuesday, October 2, 2012

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Levels of interaction: Level 4

 High-level active study  Student has full control over the material  Non-linear presenting, multiple scenarios  Needs complex decisions  Possibility of correcting mistakes and trying again  Student can see the causes of his/her decisions  It is a simulation of a work-place

Tuesday, October 2, 2012

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Levels of interaction: Level 4 – when to use?

Tuesday, October 2, 2012

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Levels of interaction: Level 4 – when to use?

 When it is needed to develop the ability of making

decisions

 Highly realistic subject  Variable problems  A “sandbox” to practice (aviation, medicine etc)

Tuesday, October 2, 2012

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How much interaction do we need?

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How much interaction do we need?

 Too much interaction may result in loss of

concentration

Tuesday, October 2, 2012

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How much interaction do we need?

 Too much interaction may result in loss of

concentration

 Too little interaction may reduce the motivation

Tuesday, October 2, 2012

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How much interaction do we need?

 Too much interaction may result in loss of

concentration

 Too little interaction may reduce the motivation  Different subjects demand different levels of

interaction!

Tuesday, October 2, 2012

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How much interaction do we need?

 Too much interaction may result in loss of

concentration

 Too little interaction may reduce the motivation  Different subjects demand different levels of

interaction!

 The amount of interaction should be kept as low as

possible but as big as needed

Tuesday, October 2, 2012

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Examples of extreme conditions of interaction

Tuesday, October 2, 2012

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Examples of extreme conditions of interaction

 Studying the guitar from a textbook with no

illustrations – too low level of interaction

Tuesday, October 2, 2012

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Examples of extreme conditions of interaction

 Studying the guitar from a textbook with no

illustrations – too low level of interaction

 Studying the guitar from a fully animated 3D

material with all possible multimedia options (sounds, music, video, animated tables, etc) – too high level of interaction.

Tuesday, October 2, 2012

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Examples of extreme conditions of interaction

 Studying the guitar from a textbook with no

illustrations – too low level of interaction

 Studying the guitar from a fully animated 3D

material with all possible multimedia options (sounds, music, video, animated tables, etc) – too high level of interaction.

Real life examples of both conditions exist!

Tuesday, October 2, 2012

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Possible reasons for having an extreme level of interaction

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Possible reasons for having an extreme level of interaction

 Marketing on macro-level: many professional (and

also non-professional!) educators and institutions depend on their clients – students

Tuesday, October 2, 2012

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Possible reasons for having an extreme level of interaction

 Marketing on macro-level: many professional (and

also non-professional!) educators and institutions depend on their clients – students

 Marketing on micro-level: studying alone with a

computer can reduce the motivation. To maintain the motivation of the student, some marketing and seduction in the material is required. Sometimes the marketing and the quality of a study material are not balanced.

Tuesday, October 2, 2012

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Possible reasons for having an extreme level of interaction

 Marketing on macro-level: many professional (and

also non-professional!) educators and institutions depend on their clients – students

 Marketing on micro-level: studying alone with a

computer can reduce the motivation. To maintain the motivation of the student, some marketing and seduction in the material is required. Sometimes the marketing and the quality of a study material are not balanced.

 Unprofessional educators – hobby players teach

each other.

Tuesday, October 2, 2012

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How to find the optimal level of interaction?

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How to find the optimal level of interaction?

 Define the problems first!

Tuesday, October 2, 2012

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How to find the optimal level of interaction?

 Define the problems first!  A solid theory

Tuesday, October 2, 2012

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How to find the optimal level of interaction?

 Define the problems first!  A solid theory  Research in this field (studying a musical

instrument over the internet) almost doesn't exist

Tuesday, October 2, 2012

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How to find the optimal level of interaction?

 Define the problems first!  A solid theory  Research in this field (studying a musical

instrument over the internet) almost doesn't exist

 Practice in this field does exist!

Tuesday, October 2, 2012

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Problems with the theory

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Problems with the theory

 Research in the field of e-learning gives useful but

too general information

Tuesday, October 2, 2012

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Problems with the theory

 Research in the field of e-learning gives useful but

too general information

 Most of the studies concerning the e-learning and

music education are dealing with continuing education which means that the students are not beginners

Tuesday, October 2, 2012

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Problems with the theory

 Research in the field of e-learning gives useful but

too general information

 Most of the studies concerning the e-learning and

music education are dealing with continuing education which means that the students are not beginners

 Many studies that deal more specifically with the

actual problems of the learning process in e- learning music run the experiments only with theoretical subjects (music theory, reading music )

Tuesday, October 2, 2012

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Problems with the theory

 Research in the field of e-learning gives useful but

too general information

 Most of the studies concerning the e-learning and

music education are dealing with continuing education which means that the students are not beginners

 Many studies that deal more specifically with the

actual problems of the learning process in e- learning music run the experiments only with theoretical subjects (music theory, reading music )

 Playing a musical instrument is an action not

theory!

Tuesday, October 2, 2012

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Cognitive load theory

Tuesday, October 2, 2012

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Cognitive load theory

 CLT suggests that many instructional

designs are inefgective because they ignore universal and fundamental aspects

  • f cognition (Sweller, 2008)

Tuesday, October 2, 2012

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Cognitive load theory

 CLT suggests that many instructional

designs are inefgective because they ignore universal and fundamental aspects

  • f cognition (Sweller, 2008)

 CLT has 3 components: cognitive

architecture (long-term and short-term memory), 3 categories of CLT (intrinsic, extraneous, germane) and CLT efgects (split attention, modality efgect)

Tuesday, October 2, 2012

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Examples of the CLT

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Examples of the CLT

 A teacher tries to explain what is a square. He can

pass the information with just talking (high extraneous load) or draw the square on the blackboard (low load). Intrinsic load is the same.

Tuesday, October 2, 2012

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Examples of the CLT

 A teacher tries to explain what is a square. He can

pass the information with just talking (high extraneous load) or draw the square on the blackboard (low load). Intrinsic load is the same.

 An information is given from many different

channels at the same time: notation, tabulature, audio, video, animation, multiple choices in menu

  • etc. It causes again a high extraneous load and

reduces the chances that useful data is stored in long-term memory.

Tuesday, October 2, 2012

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CLT and playing a musical instrument

 The principles of CLT are used in every-day

practicing no matter do we know about this theory

  • r not – we know that it is not possible to

concentrate on many things at the same time, we know that it is easier to memorize music when it is not split to too many pages and we know that a guitar player must use all his cognitive processes to be able to play at all.

Tuesday, October 2, 2012

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Is internet an independent environment?

Tuesday, October 2, 2012

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Is internet an independent environment?

 It is not the same if a student studies from regular

textbook or from an electronic material that is displayed on a TV screen or over the internet.

Tuesday, October 2, 2012

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Is internet an independent environment?

 It is not the same if a student studies from regular

textbook or from an electronic material that is displayed on a TV screen or over the internet.

 It may be that the presence of different

environments at the same time can reduce the concentration or in other words – cause the split attention effect

Tuesday, October 2, 2012

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Finding the optimal balance

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Finding the optimal balance

 In conclusion – the balance must be established

between the different environments

Tuesday, October 2, 2012

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Finding the optimal balance

 In conclusion – the balance must be established

between the different environments

 The choice of the channels to process the

information must be considered carefully

Tuesday, October 2, 2012

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Finding the optimal balance

 In conclusion – the balance must be established

between the different environments

 The choice of the channels to process the

information must be considered carefully

 The choice of channels differs: the type of

information dictates which channels are used

Tuesday, October 2, 2012

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Finding the optimal balance

 In conclusion – the balance must be established

between the different environments

 The choice of the channels to process the

information must be considered carefully

 The choice of channels differs: the type of

information dictates which channels are used

 Also, the the visual appearance of materials must

be balanced with the actual information

Tuesday, October 2, 2012

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Finding the optimal balance

 In conclusion – the balance must be established

between the different environments

 The choice of the channels to process the

information must be considered carefully

 The choice of channels differs: the type of

information dictates which channels are used

 Also, the the visual appearance of materials must

be balanced with the actual information

 Less information at the time may be superior to the

  • verflow of information

Tuesday, October 2, 2012

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My experiments

 Pre-test post-test 2 group experiments  Two conditions:

− 1. Studying over the internet vs textbook+CDR − 2. Studying over the internet in different language –

the role of written text in electronic study materials

− 3. Experimenting with the environment

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning  Textbook

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning  Textbook  All combinations

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning  Textbook  All combinations  approx 3000 registred web-school users

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning  Textbook  All combinations  approx 3000 registred web-school users  approx 1000 book-users

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning  Textbook  All combinations  approx 3000 registred web-school users  approx 1000 book-users  approx 500 students have passed the group courses

Tuesday, October 2, 2012

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The Kitarrikool (Guitar School) project

 Group lessons  E-learning  Textbook  All combinations  approx 3000 registred web-school users  approx 1000 book-users  approx 500 students have passed the group courses  to compare: in Estonian official music schools we

have about 800 guitar students altogether

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Examples 1

 The website Kitarrikool.eu

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The front page with news, upcoming events, articles, poll, recent forum posts and the chord of the week

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Inside the school: 1st level The graphic menu shows student's progress Irrelevant menus are gone in study view

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Information is presented in many ways: image, text, video

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The view from different angles can help but not always

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A series of cartoons make a family of different characters

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When beginning to learn notation, the key scale should be very close,

  • therwise we'll have the

split attention effect

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The abstract notation is doubled with graphics

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Examples 2

 The textbook: Kristo Käo's “Guitar School – the

key to the practical guitar playing” (Kitarrikool Publishing 2007)

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Text+image

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The information is presented in 2 ways:

  • 1. Graphic
  • 2. Notation

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The illustrations should be relevant and connected to the text

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Cartoons and textblocks try to make the atmosphere more friendly

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Table of contents is similar to the web

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The symbol of a video example

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Information is presented in 3 ways:

  • 1. Image
  • 2. Audio
  • 3. Graphic

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Information is presented in 3 ways:

  • 1. Rhytmic notation
  • 2. Video
  • 3. Audio

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Everything shouldn't be too straight – what is a guitar students' “desired goal?” Stairway to Heaven, of course!

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The interaction between the student and the study material when learning a music instrument

  • ver the internet

Kristo Käo, MA University of Tartu, PhD student Estonian Academy of Music and Theatre, lecturer March 2009

Tuesday, October 2, 2012