Alan Anderson, School of Social Sciences, Southern Cross University, Lismore, 2480. Email: aanders1@scu.edu.au
Allan Ellis, School of Social Sciences, Southern Cross University, Lismore, 2480. Email: aellis@scu.edu.au
A proprietary course management system, Blackboard(TM), was used to develop a Web-based unit for a group of music students enrolled in Southern Cross University's Bachelor of Contemporary Music program. The unit was unique in that it represented the first attempt made in the Centre for Contemporary Music to facilitate the teaching and learning of practical instrumental music skills via the Web. The unit featured instructional videos that were designed to supplement the resident drum teacher's conventional face-to-face teaching. Feedback from students was obtained through online forums, face-to-face discussions and a short survey. Students reported that the instructional video files were useful as stand-alone learning resources. In addition, they acknowledged the benefits of using these video files in the context of a course management system with compartmentalized supporting material and communication forums. Students were assigned the task of discussing the strengths and weaknesses of the instructional videos in online forums. This strategy proved useful to engage them in the subject matter and in the continuous improvement of these learning resources. The study revealed some evidence that the self-contained discussion forums and student Web page templates helped to foster a sense of community among the online learners as they interacted with each other and their teacher. All students involved expressed their support for the general concept of Web-assisted music teaching and learning, however, some also expressed concern about such innovation leading to reduced emphasis on one-on-one and small group tuition.
In 2002 and 2003, Southern Cross University provided BlackBoard Course Info 4.0(TM), a proprietary course management system, for academic staff to use to develop Web-based courses. Using this system, a Web-based unit entitled 'Practical Music Studies OnLine' (PMSOL) was developed for a drum teacher in the University's Centre for Contemporary Music. PMSOL was unique in that it represented the first attempt made in the school to facilitate the teaching and learning of practical music skills via the Web. The unit was designed primarily to supplement the drum teacher's conventional face-to-face teaching although other music teachers and students were given access to the unit periodically for demonstration and evaluation purposes.
Research leading up to the implementation of PMSOL (Anderson & Ellis, 2001a, 2001b, 2003) had already shown that instructional video files of teachers demonstrating various techniques could help music students by giving them a point of reference for inter-lesson practice. However, developing PMSOL helped to explore how the BlackBoard(TM) course management system, with its self-contained facilities for teachers and students to communicate and upload additional media on the fly, could be used to further enhance the students' desktop video assisted learning experience. The implementation of PMSOL was also useful to validate other findings (Anderson & Ellis, 2001a, 2001b, 2003) into desktop video assisted music teaching and learning. Strategies for video shooting, editing and distribution, for instance, were again tested and refined in response to student and teacher feedback.
Informed by the practical experience of previous research cycles and strategies recommended in video editing literature (Chan, 2000; Musto, 2002; Sallows, 2003), several video shoots were planned well in advance. In consultation with the teacher, NH, an effort was made to predetermine video and audio production requirements, and a story board was sketched outlining the likely content, sequence of action and camera angles that would fit with the learning objectives discussed.
Most of the pre-recorded video clips prepared for PMSOL were recorded using a Digital 8 HandyCam with a built-in IEEE 1394 standard interface, also known under the proprietary names Firewire and iLink. By means of this interface, the HandyCam was connected to the desktop computer used for editing and video imported directly into the editing application. Editing software gives the editor the ability to manipulate video images, change the sequence of clips and integrate other material after the initial recording on-site (Chan, 2000). Nevertheless, as Sallows (2003) and Breen (2000) caution, even this degree of flexibility does not negate the need for planning to capture sufficient quality material to work with.
In practice, teacher NH's preference for an unscripted and improvisational style of presentation actually limited the amount of detailed planning that could be done in advance. He admitted not being in the habit of preparing very tightly structured lesson plans for teaching drum technique; preferring to rely more on his considerable ability to give appropriate and impromptu demonstrations as required. While pre-recording instructional video clips, however, he acknowledged the absence of questions from students, which normally drive the interactive process, presented some new challenges. Further, that pre-recording a one-way communication video resource challenged him to think critically about the amount and nature of supporting material or voice-over to include with each video clip.
Time constraints and the teacher's choice of approach meant that most decisions about additional material or content such as an introductory talk were made during the course of the shoot. The result, later evident in student feedback, was that verbal introductions were helpful in some clips yet noticeably absent or not detailed enough in others. Additional editing which included the adding of some voice-overs, helped to improve consistency across the clips, although it was apparent that more thought and planning before the shoot could have saved some of the time spent on doctoring these clips later.
In order to explore the technical issues and options for integrating video into the BlackBoard(TM) powered environment, video files of different sizes were integrated into PMSOL in different ways. Small file size videos (under 100K) were uploaded to appear within pages of the documents section of the unit (figure 1).
Figure 1 A screen grab of a very small video 160 x 120 pixels and 98K file size that was uploaded to appear within a page of the documents section of PMSOL. The file was first prepared for distribution as an email attachment. The dimensions of the video window appeared larger on the 15 inch monitor from which this screen grab was taken, however this figure does serve to give an indication of the video frame size in relation to the browser window.
Longer playing videos that were larger in frame and file size were uploaded to a streaming server at SCU and hyperlinks to them were embedded in a PMSOL page labeled External Links (figure 2).
Figure 2 A screen grab of the external links section in the PMSOL. Students used their computer mouse to point and click on the blue hyperlinks to instructional videos and conference papers and articles published from this research. Note also the site navigation buttons down the left side for going to other sections of the unit such as the main Notice Board, Unit Documents and Communications section where the online discussion forums were located.
Once activated the streaming video files (sizes ranging from 240 x 180 pixels to 720 x 480 pixels) would appear in a separate browser window as shown in figures 3 and 4.
Figure 3 A screen grab of a 240 x 180 pixel video window (QuickTime(TM) recommended settings for 'Streaming Web Movie, Small') that could be accessed via hyperlink in the External Links section of the online unit PMSOL or directly by typing the URL in browser. Again, the dimensions of the video appeared larger on the 15 inch monitor from which this screen grab was taken, however this image gives an indication of the video dimensions in relation to the browser window and computer desktop, just visible behind the browser window.
Figure 4 A screen grab of a 720 x 480 pixel video window opened in a browser window and shown in this figure for the purpose of comparison with smaller dimension video windows shown in previous figures.
Scanned images of hand written music notation and supporting documents were uploaded, refined and/or deleted during the course of the semester, often in direct response to feedback from students. In some cases, meeting their respective requests and requirements meant producing different versions of the documents and video files pertaining to a particular technique.
Although the Apple iMovie(TM) video editing software used does not have the functionality of some professional editing applications, it still provided more flexibility than the software that came bundled with the Web Cams initially supplied for this research. The various video editing functions and techniques used in preparing video files for PMSOL included:
· Titles, subtitles and sub-text in various font sizes and styles and colours.
· Still images such as scanned photos, text and hand-written music notation integrated into video.
· Transition features such as text and/or video images fading in or out, zoom in and out, overlapping the previous scene or title page.
· Audio (voice-over narration, introductions etc) tracks were sometimes inserted or realigned in relation to video or still images, e.g. to draw the viewer's attention to poignant comments introducing a section of video which would then fade in to view while the commentary continued.
Most of the videos in PMSOL were streamed and some were downloadable. Different formatting and compression settings were applied to produce different default frame sizes of the same downloadable videos. While the larger frame sizes helped viewers to see more detail, they were large in file-size and took longer to download than the smaller frame and file size versions of the same video. Producing different versions for 56kbps modem versus 256kbps broadband access gave students a choice and a chance to compare and comment on the convenience or inconvenience of accessing video files by various network connections.
Feedback was obtained through online forums, interviews, anonymous surveys and open discussion during unit orientation sessions which the researcher conducted during several of teacher NH's tutorials. Figure 5 shows a screen grab of a discussion forum message posted by the researcher after the first official orientation session for PMSOL.
Figure 5 A screen grab of a PMSOL online discussion forum, showing a message posted by the researcher after presenting the first, face-to-face orientation session for on campus students participating in the unit. This forum message is shown as a screen grab of an actual window in the unit for the benefit of readers with no prior experience of what a BlackBoard(TM)4.0 course management system forum looks like. Subsequent figures containing excerpts from online discussion forums are presented in Table format to make the text easier to read.
Students were required to give feedback on the usefulness of individual video files and supporting material. Specific instructions were given in announcements on the Notice Board section of the unit and in a Unit Statement document accessible by clicking on the Assignments button (one of several buttons to the left of screen in figure 5). Students went on to evaluate the videos on the basis of instructional design, aesthetic and technical performance matters such as download time, as well as the general idea of moving aspects of practical music teaching and learning online.
| Author: Student DT Subject: 1amov I thought that this movie was pretty cool. The camera angle could be a little more front on so we can see NH's right hand a bit better, it gets blocked a bit by the left. Also was the camera on a tripod? Other than that. I see nothing too wrong. |
| Author: Student DT Subject: 1bmov The transcript at the start is very blurred, i cant seem to make the video go full screen, if i did do that the res would be worse. The pop up title for the slow mo, is dark blue on black background. Its so hard to make out what it says. The rest is the same as movie 1a. DT |
Figure 6 Example of PMSOL online unit feedback (cited verbatim) where a student has made useful recommendations for the improvement of two consecutive instructional video files. NB, Table format is used to highlight online discussion forum sequence as distinct from other transcripts.
This student's recommendations (e.g. camera tripod, blue on black titles and so on) are consistent with those made by several authors (Chan, 2000; Musto, 2002) writing in the area of video production. He also notes the technical constraint whereby dragging one corner of the video player to increase the video frame size results in a corresponding drop in resolution.
Receiving feedback of this nature made it clear that, in spite of planning, there would be a need for ongoing monitoring and refinement of the online video resources. Fortunately, the online forums were particularly useful for obtaining ongoing feedback that could be acted on immediately. In figure 7, another excerpt from an online discussion forum shows how constructive suggestions made by several students initiated a quick response and improvement of a video through editing to make it appear in slow motion.
| Author: CM Subject: Re: movie 3 I agree with everything that TD said, also being one who's never come across paradiddle-diddles before. I found myself wanting to get closer to the screen, trying to figure out exactly what was being played. Was hard to make out one stroke from another at such speed. |
| Author: Researcher Subject: Re: movie 3 Good point CM, I'll make another copy of this one and convert it to half slow motion and half normal speed. Alan |
Figure 7 Example of online feedback and researcher's response leading to the refinement of a video file (cited verbatim).
Another problem with several videos was that some scanned images of hand written music notation and text inserted into the 240 x 180 pixel video were difficult to see clearly. The scanned images were originally clear at full size as independent picture files, however, resolution suffered once they were integrated into 240 x 180 pixel video files.
The first student message in figure 9, for instance, writes: "the scan in the transcription page is pretty dodgy, can't see it too well."
This constraint could be remedied to some extent by creating a copy of the original file and then compressing it at settings for the largest window size at 720 x 480 pixels. However, as determined during previous experimentation (Anderson & Ellis, 2001b), the result would be a larger file that takes much longer to download. Instead, using a strategy also recommended in Bates (2000), scanned images and supporting text documents were simply uploaded into the documents section of PMSOL. Students found this to be satisfactory.
Overall, written contributions to the online discussion forums were less prolific than anticipated, however the quality was high and displayed evidence of critical thinking and interaction between participants. Interestingly, during a running discussion about the importance of having their teacher's head visible in the video, the students' comments and the teacher's retorts contained a degree of banter as well as critical evaluation of the videos and supporting material. This good-humored banter set the tone for much of the subsequent discussion and seemed to encourage participation from some students who had not previously entered the discussion (see Student 'RM' for instance in figure 8).
| Author: Student TD Subject: movie 2 Yeah cool. I would like to see the camera zoom in while NH's flamming, stick height for a while, but finger technique too. The front on view was cool. No offence NH, but we dont need to see his head while he is demonstrating, the hands are important. Its just a little too far away. As a learning tool, i think it is pretty good. The scan in the transcription page is pretty dodge, cant see it too well. |
| Author: Teacher NH: Subject: Re: movie 2 I think my head is very good! |
| Author: Student CM Subject: Re: movie 2 Ha ha...definitely could do without NH's head... with u all the way TD. Maybe you could super impose another head onto NH's body... maybe a jedi woman or something? |
| Author: Student RM Subject: Re: movie 2 can't believe it the last two messages were almost entertaining, yeah close up on the hands would be good, plz don't ever do the whole artistic drum video thing where the camera does all these dodgy effects cause they don't teach they frustrate + then i would have to write in and say how much it sucked. The whole online thing is a good idea though |
Figure 8 Verbatim transcript of a running discussion in a PMSOL forum, ranging from serious critique of instructional video files to good-humoured and engaging banter between students and teacher.
Interestingly, contrary to several teachers' pre-conceptions (NE in particular), the last response from student 'RM' makes it clear that she prefers a straightforward instructional video without superfluous special effects. In subsequent face-to-face discussions, other students agreed. Also evident in the same running discussion, students commented that having the teacher's face in view was unnecessary for showing the wrist, hand and finger action involved in these techniques. They did however acknowledge in follow-up discussions, that seeing the teacher's facial expression was appropriate when the teacher is giving a verbal introduction or explanation of musical concepts.
Figure 9 A screen grab image (shown with teacher's approval) of a video in which the teacher makes a point of looking directly into the camera in order to personalize the style of his verbal introduction to the following sequence of instructional videos. PMSOL online students acknowledged the appropriateness of this approach for introductions but considered head shots unnecessary in most cases where the main purpose of the video was to show hand and stick technique.
Another observation worth noting in relation to the figure 8 online discussion transcript is that one student's suggestion to "super impose another head ... [onto his teacher's body] ... maybe a jedi woman or something?" was partially in response to another student's PMSOL home page. The student, 'TD' had inserted a picture of a female Star Wars movie character where he was supposed to insert a photo of himself. Other students and teachers found this amusing and it seemed to have a positive effect on the students' enthusiasm for interacting online. The harsh reality of copyright law however, means that if challenged, the student and his teacher could have found it difficult to defend this as a case of 'fair use' as defined by Steinberg (1994) and Blumenstyk (1996). Clearly, teachers need to tread a fine line between cautioning their students against potential breeches of copyright without unduly restricting their creativity. Steinberg (1994) and Blumenstyk (1996) argue that clearer guidelines and fostering greater community awareness of those guidelines is probably the best way forward.
It was suggested to students that they use the home pages section of PMSOL to introduce themselves to other students and share details of their favorite music resource Web sites and so on. While these pages were also intended to foster collaborative learning, students such as TD clearly enjoyed the freedom to express themselves creatively and establish an online persona.
Notwithstanding some colorful colloquial expression from time to time, student CM, for instance, pictured in the following figure 10 used his student home page template in a more conventional manner. He uploaded a picture of himself playing his drum kit at home, outlined his musical tastes, and recommended several Web sites to other students. Although initially slow to get involved, he later seemed motivated by the online interaction with early-bird participants such as student TD mentioned previously.
Figure 10 Screen grab picture of student CM's home page in the online unit PMSOL, showing his musical preferences, favorite links and photo of himself playing drums.
These examples show how giving students access to features such as templates to build their own home page, may help to foster their sense of ownership and community in the video and Web-assisted learning environment.
Anonymous survey
With a view to encouraging constructive criticism, students were asked to respond anonymously to a short survey on the usefulness and influence of PMSOL and its instructional video files. As in previous cycles of this research, the position taken was that teachers and students should be able to judge the usefulness and influence of these new learning resources by comparing progress with that made normally without video and online support.
Overall, student perceptions about the usefulness of having video files accessible via the online unit were very positive, and interest in studying techniques in more detail after lessons and/or from the comfort of home were common themes.
Anonymous survey question: As an Internal university music student, do you think having access to digital video files in this online environment is useful?
Student 2: Yes to close up things that I forget from lessons.
Student 3: Yes to refresh, to get ahead, to study more clearly.
Student 7: Yes, if something is shown at a lesson, then when the student gets home he/she
can't remember what to do, they could access the sample from home, online.
Student 17: Yes, ... if you can learn when you're at home. Personally I don't have access to the Internet at home and I can't really practice in the computer labs. If I did have it at home it would be a good reference.
Student 17 raised a significant point about the constraints on making full use of instructional music videos in on-campus computer labs. Clearly, in this setting it is not practical or appropriate to play along with the video on acoustic instruments like drums in front of a computer surrounded by other students who might be using their computers to do other work or practice other music. This is something that schools planning to implement DVT assisted music teaching and learning need to take into account. For instance, some of the school's computers could be put in separate cubicles or perhaps more conveniently located in existing music studios and ensemble rooms which music students are customarily allowed to book for private practice.
In spite of their support for the general idea of having access to additional Web-mounted and CD-ROM based instructional videos, several students were quick to assert that regular one-on-one tuition is still very important.
Student 9: Yes, but one-on-one is still important.
Student 14: Yes but they're still not as good as having student/teacher instruction.
Student 15: Yes to help reaffirm lessons. However as long classes are not cut.
These students may have seen this research and implementation of PMSOL as a sign of imminent change towards less emphasis on one-on-one and small group tuition. In fact there was no such hidden agenda underlying this research, but it does raise the question: Could some institutions see this type of flexible learning solution as justification to cut back rather than enhance existing one-on-one and small group tuition on campus?
Students were also asked to answer a hypothetical question about the potential benefits of desktop video assisted Web-based units for students who do not have regular access to a drum teacher. Responses to this question highlighted some of the access issues faced by students in isolated communities.
Survey question: Do you think having access to instructional video files integrated into a Web-based course environment could be useful for students who don't have regular access to a drum teacher?
Student 2: Very much so. I personally would have appreciated this coming from a small town
with poor [quality] teachers.
Student 3: Yes because with a video file a student can correct their technique themselves.
Lessons could be accessed when they're needed.
Student 4: Because it will help them learn correct technique which will save them a lot of re-
learning in the future.
Student 6: Yes it would be easy access to drum lessons if the student is far away.
Student 14: Yes, because then they can have access.
Student 12: Yes, Allow them access to as much knowledge as an on-campus student.
Student 13: Yes so that no matter where they are they can still learn
While these comments exemplify the general support for Web-based and DVT enhancement of instrumental music teaching and learning, several students also made a point of asserting the importance of one-on-one tuition, in some cases as if it were under threat.
Student 15: Yes but at the moment I still feel the technology can't replace a teacher. As there
are still areas of problems in accessing the right computers.
Of course, in fact, the question did not ask whether the technology could replace a teacher.
Perceived advantages of Web-based video versus CD-ROM or DVD
Some of the videos from PMSOL were also distributed on CD-ROM and a number of these were created for default playback at the largest frame size and optimum frame rate. Not surprisingly, the students reported that those produced to playback at a default size 720 x 480 pixels at 25 frames per second, for instance, made it easier to see the action compared to those compressed to play at a default size of 240 x 180 pixels and speed of 12 frames per second. The audio quality was also higher for the 720 x 480 pixel videos at 48HMz, compared to 22HMz for the 240 x 180 pixel videos. Interestingly, aside from the odd comment about improving microphone placement, few comments were made about the audio quality of the video files.
Student 3: In movie 2 I think that the high hat drowned out the snare just a little ... but otherwise
cool.
With the experience of accessing Web-mounted videos online and on CD-ROM (Anderson & Ellis, 2003) behind them, a number of students acknowledged the main advantage of the Web-based videos over CD-ROMs or DVDs was that the teacher could readily update or refine these videos and supporting material in response to student feedback, on the fly during the semester. Of course, another advantage that some had acknowledged in previous research cycles was the potential to access huge volumes of these files via searchable online databases.
Summary and conclusions
By the completion of this research, it was evident that most of the students involved could see the value in using video files as stand-alone multimedia learning resources. These students were equally supportive of the general idea of Web-enhanced music teaching and learning, although some were quick to voice reservations about it being provided as an alternative to the one-on-one and small group instrumental tuition they currently receive on-campus.
The Web-based course management system underlying PMSOL proved convenient for integrating and compartmentalizing various types of media quickly and efficiently. This allowed a wide range of options for posting supporting music notation and text in separate sections of the unit. Further, the task assigned to students, to discuss the strengths and weaknesses of the instructional videos, in the online forums, proved useful as a strategy to engage them through involvement in the refinement of these learning resources. Finally, there was some evidence to suggest that the discussion forums and student home page templates of PMSOL helped to foster a sense of community among the Web-based learners as they interacted with each other and their teacher.
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