Designing a Digital Recording Studio Using Moodle and Webspiration “How the transition to the knowledge Media can enhance student learning”by Alex Wallace, Kamo High School Whangarei New-ZealandPrimary URL: http://kamohighschool.wikispaces.com/WebDisplayISTE 2010 Ning Discussion: http://www.iste2010.org/forum/topics/designing-a-digital-recordingExhibitor Links: The following exhibitors have been designated by the presenter as offering products or services related to this session's content: Inspiration Software, Inc. Presenters E-mail: [email protected]
Kamo High School Webspiration
Music Webspiration TechnologyCourse Background:
Scope and sequence of teaching activities and timeline: Webspiration Initial Design process
THE CONCEPTUAL DESIGN
This course overview was created in Webspiration to provide clear deadlines. This seemed to have a positive effect on students self management skills as the course progressed. (Elbaum, et al, 2002, p.25)
A hang out area (water cooler equivalent) was added to give students a place to chat about non course related content and build their online relationships. Both this area and the Live Chat activity worked well and helped to promote participation.(Collison,Elbaum,Haavind, Tinker 2000, p.19)
You tube videos were embedded into the site structure. Most students watched and commented on the valuable information they contained
Students enjoyed the graphic layout for assignment 3 and as a result produced quality work for their assignments
The web 2.0 tool Webspiration was the software application used by students to create and design their digital studios.
Student identifies cable types and signal flow used by students to create and design their digital studios.
This is an example of a modified template for assignment 3
Evaluation of student learning: used by students to create and design their digital studios.
Student’s assignments for the “Design a recording studio” online course demonstrate a sound understanding of the course product and content. Linking prior learning knowledge, an authentic learning experience (Jonassen1934. p35) and Blooms Taxonomy to provide the structure for formative assessment and learning, students were able to build and collaborate on creative ideas through online and F2F environments. The following example from the week 3 assignment “design a digital and analogue studio” shows evidence of higher order thinking and enquiry learning by the student:
Evidence of learning is clearly demonstrated in this example from a week 7 assignment which was supported by a graphic template. (Roblyer, 2006, p.42) The main objective was for students to enquire about how the audio conversion process works in a digital multi track recording studio. Students discussed and reflected on the type of USB A/D converters covered in week 2 of the course which helped them to understand how the process works using a different type of digital optical interface.
Students assignments were uploaded and managed through the mywebspiration site
Course User names database, passwords and email addresses mywebspiration site
Relevant literature and discussion forums suggested that using a spread sheet could help with course management. This proved to be effective strategy.
Students Evaluations online
Mywebspiration usernames and passwords
Course forum participation and assignment monitoring
Some final changes were made to the course site after the holiday break to encourage student participation for the last 2 weeks.
Weekly email reminders and updates
Component was added
Direct link to the course evaluations
Conclusion: holiday break to encourage student participation for the last 2 weeks.
At the end of the course students applied the knowledge they gained to complete an authentic task. The high quality of the work provided clear evidence that the students gained an in depth understanding of the course content and achieved the intentions of the online course. The pass rate and quality of work was much higher than those who used traditional methods.
The course provided the platform for learning in both the online and face to face environments producing excellent results. Comments from students who participated in the online course were very positive and most felt they had an advantage over the other students who weren’t participating online. Here is some student feedback about the online course:
The online course encouraged students to collaborate and promoted the use of higher order thinking skills. As a result, students gained a more in-depth understanding of the topic and produced a higher standard of work. Using these technologies motivated the students and enabled them to access, manage and edit their work from home.
Kamo High School
Thanks to the following participants and Institutions for their contributions towards the “Design a Digital Recording Studio” online learning trial: