Blended Music LMS = Significant Difference

When asked to choose any topic of interest this week, I immediately revisited the idea of Myth of No Significant Difference. Not shockingly, these thoughts surfaced around the same time as my feelings of overwhelmedness about the amount of work that I am going to have to do shortly to finish my blended Music 9 course prototype. It had me thinking about what the benefits of blended learning really are.

So, at the suggestion of Kara, I decided to see what others have done to create Music LMSs, and learn from their experiences, rather than assuming that I am the first to have tried it. I’m definitely not the first. And I found out that music teachers and institutions around the world are doing amazing things with blended LMSs in music, but one pair of music educators has a website that sucked me in for a couple of hours and lifted me out inspired and armed with a few new tools.

freebern

Freebern Music has designed a LMS for music courses at Burr and Burton Academy in Vermont to accommodate lower enrollment and still offer multiple courses. They say,

“We were  teaching students HOW to learn, leaving the WHAT to the digital tools we created. As a result, we found that content knowledge and retention was improving.”

They also built courses that addressed various outcomes around students’ interests WITH those students. In future years, other students used the courses and expanded on them as well.

One of the main concerns that they had after moving all of their music classes to blended environments was that some students still desired to be spoon-fed, and they needed to spend more time helping students develop skills to work autonomously. (Dre and Logan also discussed the importance of scaffolding in their blogs and with me this week.) Unlike in a traditional face-to-face classroom, the Freeberns couldn’t ignore this skill building. Without it, students could not be successful. They came up with three areas of focus: “These three components, a desire for autonomy, the instinctive need for mastery and a purpose for study,  motivate our students to learn in this type of educational structure; a structure that will help them become lifelong learners.” And as we all know, this is the ultimate goal. It’s a key component of Saskatchewan Curricula.

By FotoshopTofs Via Pixaby

Not all of their courses are open, but some course resources are open as well as links to music technology apps and resources. I had so much fun looking through them. It was clear that these educators have done a lot of work already to make this LMS and it was much more useful to spend time looking through their courses, tools, and statements rather than trying to figure it all out myself. One of the tools is sampulator.com. It’s a fun intuitive tool that allows people to create simple beats using pre-programmed sounds. I made one, and I think that I’m going to use this tool as the activity for my Music 9 module.

sampulator

I emailed the developers, Neil and Julie Freebern a note of thanks for sharing their concept, challenges and model and requested temporary access to the modules to see how they have laid them out. Hopefully, they will get back to me! Once again, the results of building a professional learning network have gone beyond my expectations.

The whole website appears to be mind-blowingly professional and comprehensive. Seeing this, has really inspired me. As a teacher who has to promote an elective class in a school with a declining population, I can see how LMS could provide administration with the flexibility needed to give students many opportunities to take music classes.

And that is a SIGNIFICANT difference. 

Rookie Sarah Wandy is called up from the Minors

After a brief stint in the Minors, Wandy is ready to step up, once again, to the challenge of Major League Ed. Tech. Today, she told fellow bloggers, “After my last Ed. Tech. class, the focus of which was Social Media, I spent most of my free time checking Twitter and Facebook. It had become a habit from trying to stay in touch with my classmates, and turned into a bit of an obsession.” Wandy said she needed to take herself out of the game for a while to find some balance: “I deleted the apps from my phone and tried to focus on what was happening around me in the moment. I felt so much more clear headed. I traveled, finished some knitting projects, practiced guitar, tried some new cheesecake recipes and took a class.”

 

However, Wandy knows that she can’t hide from Social Media forever, nor does she want to. “I’m ready to tackle online and blended learning with the help of my colleagues using social media and other meeting tools. This time, I’m going to focus on balance from the beginning, and find a way to make the most of what both online and face to face interactions have to offer. I know my students and family will appreciate these efforts.”

“find a way to make the most of what both online and face to face interactions have to offer”

Some of Wandy’s ECI 834 teammates have had similar experiences. Jannae Bridgeman also had a brief hiatus from the world of blogging and Twitter, but knows that the professional benefits of these tools will be worth the extra training time. Similarly, Aimee Sipple and Kelsey Lenihan are ready to join the Twitter conversation.

Fortunately, veterans like Logan Petlak and Katherine Koskie are willing to share some of their expertise with the newbies. Koskie: “Gotta expand that PLN.”

Wandy’s 3 Goals for this Season:

  • Become familiar enough with an online learning platform that I could easily design all classes in this way
  • Learn to use a new video-making/presentation program that I can use for my summary of learning. What are your suggestions?
  • Find a meaningful balance between digital and face to face interactions

You can follow Wandy’s progress on Twitter this season @WandySarah.