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Teacher's Guide for Music Box - Flexible Learning Toolboxes ...

By Theresa Ellis,2014-07-01 16:17
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Teacher's Guide for Music Box - Flexible Learning Toolboxes ...

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Teacher guide

    Music Box

    Series 13 Flexible Learning Toolbox

Supporting resources for CUS20109 Certificate II in Music

    From the CUS09 Music Training Package February 2011 | Version 1.1

    Australian Flexible Learning Framework Page 1 of 49 ? Commonwealth of Australia 2010 | Licensed under AEShareNet Share and Return licence

? Commonwealth of Australia 2010

    The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any

    process without prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and rights should be addressed to Training Copyright, Department of Education, Employment and

    copyright@training.com.au. Workplace Relations, GPO Box 9880 Canberra City ACT 2601 or email

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Table of contents

    INTRODUCTION .......................................................................................................................................................... 4 GETTING STARTED DELIVERING E-LEARNING .................................................................................................. 4 GETTING YOU STARTED ........................................................................................................................................... 4 COMPUTER AND TECHNICAL REQUIREMENTS .................................................................................................. 5 CUSTOMISING CONTENT IN THE TOOLBOX ........................................................................................................ 6 ONLINE TEACHING STRATEGIES ............................................................................................................................ 7 SOCIAL NETWORKING .............................................................................................................................................. 8 PREPARING THE LEARNERS TO USE THE MATERIALS .................................................................................... 9 IMPLEMENTING SUCCESSFUL TOOLBOX DELIVERY ......................................................................................... 9 QUALIFICATION AND UNITS OF COMPETENCY ............................................................................................... 12 UNIT GUIDES ............................................................................................................................................................ 12 EMPLOYABILITY SKILLS ....................................................................................................................................... 12 TARGET AUDIENCE ................................................................................................................................................. 13 TOOLBOX STRUCTURE AND DESIGN.................................................................................................................. 15 UNIT STRUCTURE ................................................................................................................................................... 16 KEY FEATURES ......................................................................................................................................................... 20 GLOSSARY ................................................................................................................................................................. 21 LEARNING OBJECTS ................................................................................................................................................ 21 TEACHING AND LEARNING DESIGN .................................................................................................................... 25 LEARNING STRUCTURE ......................................................................................................................................... 26 RESPONSES FOR TASK PART 2 (SCENARIOS) .................................................................................................. 29 PRIOR KNOWLEDGE AND SKILLS ....................................................................................................................... 36 ASSESSMENT SUGGESTIONS ................................................................................................................................. 36 SUPPLEMENTARY RESOURCES ............................................................................................................................ 36 RECOGNITION OF PRIOR LEARNING (RPL) ...................................................................................................... 36 ACCESS AND EQUITY .............................................................................................................................................. 37 GETTING HELP ......................................................................................................................................................... 38 RESOURCES ............................................................................................................................................................... 39 APPENDIX A: UNIT GUIDES ................................................................................................................................... 40 CUFIND201A: DEVELOP AND APPLY CREATIVE ARTS INDUSTRY KNOWLEDGE ................................... 41 CUSMLT201A: DEVELOP AND APPLY MUSICAL IDEAS AND LISTENING SKILLS .................................... 44 CUSMPF202A: INCORPORATE MUSIC TECHNOLOGY INTO PERFORMANCE ........................................... 47

    Australian Flexible Learning Framework Page 3 of 49 ? Commonwealth of Australia 2010 | Licensed under AEShareNet Share and Return licence

Introduction

    Welcome to Music Box, the Music Toolbox. This Teacher guide will assist trainers and teachers wishing to use the Toolbox either in its complete form, or as a source of learning components, in the development of their own teaching programs.

    The purpose of the Teacher guide is to show how the Toolbox resources can be effectively used to assist in the delivery of a program. It is written in a non-prescriptive way, assuming that the trainers will want to select aspects of the Toolbox, substitute others and customise aspects for their own audience including learners with language, literacy and numeracy needs. These strategies will provide opportunities to maximise the learning experience through the use of the Toolbox and take advantage of the collaborative learning environment that can be achieved through facilitated discussion and information sharing amongst a group of learners. Getting started delivering e-learning

    If you are new to e-learning, we suggest you visit

    http://designing.flexiblelearning.net.au/ This site provides some answers

    to two big questions:

    ; What is e-learning? and

    ; How do you do it?

    There are a number of resources that provide learning designs, learning materials, strategies that come with downloadable guides. Some of the areas covered are:

    ; Get started in e-learning

    ; Explore e-technologies

    ; Plan an e-learning initiative

    ; Design an e-learning course

    ; Develop an e-learning plan.

    Getting you started

    How to install the Toolbox

    To start using the CD-ROM, insert the Toolbox CD in your CD-ROM drive. In most cases the CD will automatically run, if it doesn't then do one the following:

    ; Using Windows Explorer (or your equivalent), double-click on the CD-ROM

    icon to view the files contained on the CD-ROM. Then double-click on the file

    called ‘index.htm’ at the root directory level.

    Or

    ; Using your web browser, go to the ‘File’ menu and select ‘Open file’, browse

    to the location of the CD-ROM and open the file 'index.htm' at the root

    directory level.

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Preparing to use the Toolbox

    As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise yourself with the Toolbox and its resources so you can properly support your learners. Teachers have reported the greatest successes when they first familiarised themselves with the Toolbox, integrating it with their course, developing student activities and additional material and thus guiding the learners through using the Toolbox. The following tips for trainers highlight important information you should consider when introducing Toolboxes into your training.

    ; Internet sites change over time, so make sure you check for broken links

    prior to using the Toolbox.

    ; Set realistic timeframes for implementation.

    ; Integrate the Toolbox into your teaching delivery, just as you would any new

    teaching resource.

    ; Using a Toolbox is not about leaving learners alone to learn for themselves,

    but about using a new medium as a part of an overall teaching delivery

    strategy.

    ; If you choose to conduct group activities via discussion boards or wikis, you

    will need to set up discussion threads/wiki headings prior to commencing the

    activity.

    ; You may need to provide instructions to the learners on how to use

    communication tools such as email, wiki, virtual conferencing or chat. There

    is more information about these kinds of web tools in the Toolbox. Computer and technical requirements

    Nothing spoils a computer-based learning experience more than technical problems and difficulties. On the opening screen of the Toolbox there is a link to SYSTEM REQUIREMENTS. Some users do not check this prior to using the Toolbox and discover they don’t have the required software installed on their computer, or that their computer doesn’t meet the minimum requirements. It is worth checking with your Systems or IT Coordinator. However, Toolboxes are designed for a standard specification computer and internet connection eliminating many problems. You can help by making sure your learners have checked their computer against the minimum specifications listed, and where necessary help them to download required plugins. For your reference, below is a copy of the information presented within that link from the home page.

    Hardware

    To use the learning material in this unit, learners will need a computer with the following features:

    ; IBM? compatible with a 1 GHz processor running Windows 2000, XP, Vista,

    or

    ; Apple Macintosh? with a 500 MHz processor running OSX v10.5 with:

    ; 512MB of RAM

    ; 1024 x 768 pixel display

    ; CD-ROM drive

    ; Internet access

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    ; Sound card

    ; Software.

    Learners will also need the following software/plug-ins installed on their computer:

    ; Internet Explorer 6.0 or above http://www.microsoft.com

    -- OR

    ; Firefox 3.0 or above http://www.mozilla.com

    -- OR --

    ; Safari 3 or above http://www.apple.com

    ; Microsoft? Word 2003 or a similar word processing program to open and use

    downloadable forms, checklists and worksheets.

    ; Adobe? Flash Player 10. If you haven’t got this plug-in, you can download

    and install the latest free version from: http://www.adobe.com

    ; Adobe? PDF Reader 8 or above. If you haven’t got this plug-in, you can

    download and install the latest free version from: http://www.adobe.com Incorrect versions of these applications could result in information being shown in an unreadable form or not shown at all.

    Customising content in the Toolbox

    Toolboxes are designed to be customised. This is an important feature. Teachers are invited to use parts of a Toolbox that compliment their training sessions and/or incorporate their own materials into a Toolbox. There are a series of mini tutorials available on the Toolbox website that may assist you in customising a Toolbox. These can be found at:

    http://tle.tafevc.com.au/toolbox/access/search.do?paging.page=1&hier.topic=4553a498-8801-c8ab-4a85-9ad266cd4cb0 If you require assistance with your

    customisation, please contact the Toolbox Champion in your state. You will find a list of the Toolbox Champions in the ‘Getting help’ section of this guide.

    To customise resources in this Toolbox you need software such as:

    ; an HTML text editor such as Homesite?, BBEdit? or Adobe? Dreamweaver

    to edit web pages. Alternatively, for a free downloadable text editor try

    Kompozer at http://www.kompozer.net/download.php

    ; a word processor such as Microsoft? Word to edit documents. If customisation of multimedia interactions is required, then the following applications may be necessary:

    ; Flash CS3

    ; XML SPY or equivalent XML editing tool

    ; Photoshop/Fireworks (or equivalent) for editing still images

    ; SoundEdit16 (or equivalent) for editing sound content

    ; Premiere (or equivalent) for editing video content.

    Refer to the Technical guide for further information.

    Customising Microsoft? Word documents

    ; Trainers can customise the Word documents in the Music Toolbox. Word

    documents are located in the folders named documents. You can find these

    folders within each learning object:

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The Word documents in Music Box include:

    ; Your task: Task workbook: There is a workbook for each of the six tasks in

    Music Box. Learners use the workbook to organise their work as they work

    through their task.

    ; Prepare: Music Skills guide: There is a Music Skills guide for each of the

    six tasks. This is a checklist of the content and activities included in the

    Music Skills topics.

    ; Prepare: Music Skills: Various topics that include information, practice

    activites, worksheets, audios and sample documents to support learners with

    their tasks.

    Music Box web collection

    The Music Toolbox provides links to internet sites using a social book marking tool called delicious. If you wish to add, remove or edit information on the links in the Toolbox you need to change the information in delicious. To do this:

    1. Go to delicious (http://delicious.com)

    2. Log into the account set up for the Music Box with:

    Username: musictoolbox@ymail.com

    Password: Resources2010

    3. You’ll be logged in to the Music Box bookmarks at:

    http://www.delicious.com/musictoolbox2010

    4. Select edit to make the change you want.

    Note: As all copies of the Toolbox both CD ROM and online versions point to the same location. If you change the content in delicious it will be reflected

    for all users of the Toolbox. This potentially could result in links being added, modified and deleted (and shared) by a number of teachers throughout Australia.

    Online teaching strategies

    Teaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to

    them in the Toolbox, in the workplace, and on the internet. Helping learners to navigate this information and pinpoint the relevant materials to meet Australian Flexible Learning Framework Page 7 of 49

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    performance criteria is the central role of the teacher. It requires a clear statement of learning objectives and regular feedback on learner progress. Toolboxes are designed to encourage this learner collaboration and the activities are customisable depending on requirements. It’s the trainer’s decision how this collaboration occurs. For example:

    a trainer might put a question on the class wiki about

    downloading music illegally from the internet. A start and

    finish date might be set for a discussion, and a proportion of

    final assessment weighted to participation.

    Contributing to wikis and online discussions will only work if there is a sense of team collaboration, so it is important that you consider how to develop this team environment. Throughout the tasks in this Toolbox there are many opportunities for learners to communicate with their fellow learners. Below are some tips that could help you to set up and facilitate communication activities with the learners.

    ; Use an online icebreaker in a computer training room or with learners who

    are at different locations. If your learners are going to collaborate online

    (using wikis, blogs, email, a learning management system, or web

    conferencing) it’s important to give them a chance to get familiar with each

    other by using the medium, before they get down to the serious part.

    ; Use the activities in ‘Share’ for online collaboration. Learners are encouraged

    to share their work in a variety of ways including posting podcasts and

    comments, inviting comments, and giving online presentations.

    ; Go to the ‘Web Tools’ link in the Toolbox for more information and links on

    how to use online tools for learning and collaboration.

Social networking

    Every day, your learners communicate with each other in new and different ways, and emails and wikis are not always the preferred options. Mobile and smart phones, microblogging (eg Twitter), text messaging, and creating and sharing media files (videos, graphics, podcasts) are other common forms of communication that people currently use.

    Social networking tools enable you to assist learners to network with other learners as they complete Toolbox activities. For example, you can ask learners to create networks by:

    ; using the ‘Tips for Sharing’ in the Music Box

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; reviewing Your guide to social e-learning for additional information and ideas

    http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm

    ; sharing their work on wikis and blogs, for example writing in their own blog or

    sharing mobile phone photos in moblogs (mobile weblogs)

    ; collaborating with others to develop documents, for example using wikis to

    put together a response to a problem creating and sharing photos of their

    www.flickr.com work using photo sharing software, for example Flickr,

    ; creating and sharing bookmarks of sites they have found useful in research,

    for example, www.delicious.com (see below)

    ; creating and sharing media files capturing their work, for example MP3s or

    video files sharing their evidence for assessment in social networking spaces

    on the internet sharing ideas and information via a virtual conference.

    Preparing the learners to use the materials

    ; It is recommended that you provide an orientation to the Toolbox in a

    practical, face-to-face session with learners actually using the Toolbox. ; Using a Toolbox is not about leaving learners alone to learn for themselves,

    but about using a medium as part of an overall teaching delivery strategy. ; Beside the resources that are located in the Toolbox, it is highly

    recommended that you refer your learners to a range of other resources

    including websites, print media, videos etc. The Music Toolbox includes links

    to many websites as well as an extensive collection of recommended

    websites in the social bookmarking site delicious at

    http://www.delicious.com/musictoolbox2010. You’ll find information about

    how to customise delicious in the section ‘how to customise the Toolbox.

    Implementing successful Toolbox delivery

    The following tips for learners highlight important information you should

    consider when introducing the use of Toolboxes into your delivery strategy. ; Flexible delivery is not about leaving learners alone to learn for themselves,

    but about using a new medium as a part of an overall teaching delivery

    structure that is well defined. In an evaluation of Toolboxes, the overall

    message from teachers was that ‘structure means success’ and reflects their

    recognition that effort is required to integrate the Toolbox into their teaching

    delivery just like building any new teaching resource.

    ; Feedback from the same evaluation of Toolboxes suggested that orientation

    sessions appeared to be a feature of the more successful trials. Providing

    orientation to the Toolbox in a practical, face-to-face session with learners

    actually using the Toolbox is clearly a key to a successful use. It provides a

    mixture of technical and pedagogical assistance that aligns the Toolbox with

    the qualification and the course.

    ; For an overview of commonly used software tools and applications used by

    vocational education and training (VET) teachers and trainers to deliver e-

    learning refer to: Commonly used e-learning applications and tools in VET:

    http://e-standards.flexiblelearning.net.au/docs/2010-Commonly-used-

    elearning-apps.pdf

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    Providing support

    ; It is important to plan ahead and obtain management support, set realistic

    timeframes for implementation and gain support from the learner’s employer

    before introducing the Toolbox.

    ; Make sure that you are aware of legislation and regulations which may

    impact on flexible delivery of the Toolbox. For example, learners working at

    home, traineeship agreements, apprenticeship agreements and enterprise-

    based arrangements.

    ; Establish whether your learners have completed any previous units online.

    This way you can gauge how much support you will need to provide to coach

    learners in development of online learning skills, as well as the content in the

    units. You will probably find that learners require different levels of support.

    In the first few weeks get a clear picture of how each learner is coping to

    enable early intervention.

    ; If you manage a very large group of learners, create a sense of community

    online by setting up study groups of four to eight students, all of whom begin

    the Unit at more or less the same time. This makes it easier for learners to

    gain the benefits of social learning and to form networks and provide support

    to each other as they study.

    ; Once you have set up the study group, facilitate an online ‘icebreaker’

    activity when learners start the Unit. You could include ideas for facilitating

    this activity within the Teacher guide.

    ; Plan ahead and be clear to your learners about which group work activities

    you expect them to complete.

    Online discussions and activities

    ; Whatever online tool you use for discussions, presentation and posting work,

    make sure learners understand how they work by giving them clear

    instructions.

    ; Email will often be the primary method of communication with your learners,

    so make sure that you have a clear system of email folders for managing the

    traffic.

    ; Send emails to all learners or set up alerts with reminders of the tasks that

    should be completed, the tasks in progress with reminders for times of chats

    or forums during that week. Alerting learners to activities for which they

    should be undertaking individual learning (eg in learning tasks and learning

    packs) prior to a group activity in the week to come can also be helpful. You

    might comment on the quality of work in the preceding week and provide tips

    and encouragement for the task at hand.

    ; Be clear about timeframes by setting targets for learning. These can help you

    with your ‘online lesson’ planning. You will need to set frameworks so that

    learners know what to do, and when to do it.

    ; When learners are about to start an online group activity, send them an email

    with instructions on what teams they will be in or whose job it is to start a

    round robin activity. Do not presume learners will work it out.

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