This chapter discusses how Schafer's approaches to music education can be applied in today... more This chapter discusses how Schafer's approaches to music education can be applied in today's technological era to develop a highly creative workforce. It is anchored in a Bakhtinian dialogism framework as well as in Vygotsky's socio-constructivist theory. The aim of this research is to use and update an existing and successful twentieth-century philosophy of music education in the digital age as a way to provide an innovative approach to creativity that may now reach a wider audience through digital communication. As a result, a dialogical model of creativity through time emerges, in which the past and the future are interlocked and revolve around the axis of the present, and in which there are neither first nor last words.
The adoption and pedagogical use of technologies such as virtual worlds to support teaching and l... more The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper, eighteen educators and researchers provide an overview of how they perceive a virtual world can be used in education from the perspective of themselves as individuals 'me', their educational organisations and as members of the Australian and New Zealand Virtual Worlds Working Group (VWWG) community of practice 'us', as well as the complex technology that underpins this learning environment 'IT'. Drawing on Linstone's (1981, 1984) Technical, Organisational and Personal (TOP) multiple perspective concept as the framework for analysis, the authors discuss their perspectives of how the personal, organisational and technical aspects of teaching through the use of virtual worlds have impacted on their teaching and research in highe...
Innovations in Higher Education Teaching and Learning
This chapter adopts an international perspective and discusses the policies and activities that t... more This chapter adopts an international perspective and discusses the policies and activities that the universities both in Finland and in Australia have undertaken in order to strengthen and develop the prosperity for achieving a better and more sustainable future for all. Social responsibility is approached from the broad-based perspectives – especially how research and development (R&D) activities of universities can be seen as platforms for university–community partnerships. This chapter first opens up the driving forces behind the universities’ social responsibility. The second section portrays how social responsibility is implemented in the Finnish and Australian universities. The following section addresses the significance of universities’ R&D activities in promoting social responsibility. Finally, the chapter ends with the discussion on the action models, which supports the social responsibility in university–community partnership.
Thirty five factors were compiled which influence the development of instrumental music programs ... more Thirty five factors were compiled which influence the development of instrumental music programs in Victorian government secondary schools from 1965 to 2000. Five of these will be discussed in detail today. These are the classroom music teacher, the connection between classroom and instrumental music programs, qualifications/training, curriculum and facilities. The research was part of a PhD study concluded this year.
The private music studio has an important place in Australian music education. The instrumental t... more The private music studio has an important place in Australian music education. The instrumental teacher has the role of training students in performance and of nurturing their appreciation of music. Although lessons are usually on a one-to-one basis, it is the way the studio is managed that can provide a sense of community. Here a micro musical community is created. The teacher- student relationship will also be investigated during the various stages of development from the primary years to university.
This chapter discusses how Schafer's approaches to music education can be applied in today... more This chapter discusses how Schafer's approaches to music education can be applied in today's technological era to develop a highly creative workforce. It is anchored in a Bakhtinian dialogism framework as well as in Vygotsky's socio-constructivist theory. The aim of this research is to use and update an existing and successful twentieth-century philosophy of music education in the digital age as a way to provide an innovative approach to creativity that may now reach a wider audience through digital communication. As a result, a dialogical model of creativity through time emerges, in which the past and the future are interlocked and revolve around the axis of the present, and in which there are neither first nor last words.
The adoption and pedagogical use of technologies such as virtual worlds to support teaching and l... more The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper, eighteen educators and researchers provide an overview of how they perceive a virtual world can be used in education from the perspective of themselves as individuals 'me', their educational organisations and as members of the Australian and New Zealand Virtual Worlds Working Group (VWWG) community of practice 'us', as well as the complex technology that underpins this learning environment 'IT'. Drawing on Linstone's (1981, 1984) Technical, Organisational and Personal (TOP) multiple perspective concept as the framework for analysis, the authors discuss their perspectives of how the personal, organisational and technical aspects of teaching through the use of virtual worlds have impacted on their teaching and research in highe...
Innovations in Higher Education Teaching and Learning
This chapter adopts an international perspective and discusses the policies and activities that t... more This chapter adopts an international perspective and discusses the policies and activities that the universities both in Finland and in Australia have undertaken in order to strengthen and develop the prosperity for achieving a better and more sustainable future for all. Social responsibility is approached from the broad-based perspectives – especially how research and development (R&D) activities of universities can be seen as platforms for university–community partnerships. This chapter first opens up the driving forces behind the universities’ social responsibility. The second section portrays how social responsibility is implemented in the Finnish and Australian universities. The following section addresses the significance of universities’ R&D activities in promoting social responsibility. Finally, the chapter ends with the discussion on the action models, which supports the social responsibility in university–community partnership.
Thirty five factors were compiled which influence the development of instrumental music programs ... more Thirty five factors were compiled which influence the development of instrumental music programs in Victorian government secondary schools from 1965 to 2000. Five of these will be discussed in detail today. These are the classroom music teacher, the connection between classroom and instrumental music programs, qualifications/training, curriculum and facilities. The research was part of a PhD study concluded this year.
The private music studio has an important place in Australian music education. The instrumental t... more The private music studio has an important place in Australian music education. The instrumental teacher has the role of training students in performance and of nurturing their appreciation of music. Although lessons are usually on a one-to-one basis, it is the way the studio is managed that can provide a sense of community. Here a micro musical community is created. The teacher- student relationship will also be investigated during the various stages of development from the primary years to university.
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