A Hybrid and Non-Formal Music Education Connecting China’s Local Family Communities and Cultures with Nepal

Liu, Ying; Li, Yuanyuan; Yang, Siyu; Ren, Tianyang; Li, Hanfei; Hogg, Andrew McC.; Shah, Pramod M.; Li, Jun; Zhang, Yingdi; Chhetri, Amrit

doi:10.20533/iji.1742.4712.2022.0218

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…This paper is concerned with Project-Based learning (PBL), which is different from Problem Based Learning. Students complete Project Based Learning to meet the project's objectives, while students complete Problem Based Learning by providing a solution for the problem [9] [10]. China introduced PBL at the end of the 20th century.…”

Section: Livepbl Conceptual Framework Of Virtual Social Practicementioning

confidence: 99%

Student Virtual Social Practices between China and Nepal

2023

IJTIE

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With a hybrid approach to teaching and learning, training teacher students can have great opportunities to enable them to learn inclusively and flexibly in their settings. Concerning music education, however, the research and development in training music teacher students for the 21st century is still very limited. This paper reports the research led by students, who study music education as their major and are interested in innovating hybrid social practices to enable preservice teacher trainees to have skills in digital literacy, independent study, critical thinking, problem-solving, cross cultures, and global employa -bility. LivePBL pedagogy has been explored and applied, i.e., Linking Vocal Education with Project Based Learning. Many researchers have developed augmenting virtual reality by and large as a digital technology solution. Human or student-centred hybrid approach to undertake student teaching as social practices online and offline, accessible locally and globally, is relatively novel based on the best of our knowledge. In particular, hybrid LivePBL has solutions to work together with underdeveloped schools that have limited internet or computer access resources. Research and developme-ntal cases are designed and demonstrated to enable students to exchange social practices online and offline between

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Section: Livepbl Conceptual Framework Of Virtual Social Practicementioning

confidence: 99%

Student Virtual Social Practices between China and Nepal

2023

IJTIE

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Constructing Human Service Learning in the AI Digital Sphere

Liu,

Li,

Zhao

2024

Advances in Educational Marketing, Administration, and Leadership

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Service learning, a critical pedagogy combining community service with academic goals, fosters civic engagement, practical skill development, and social responsibility. This chapter explores how integrating Gen AI can enhance project-based service learning to address real-world social challenges in higher education (HE). Despite its rapid growth in HE, Gen AI still faces limitations, particularly the lack of a human-centred design method that reflects real-world contexts and the risk of oversimplifying complex tasks, leading to a more automated, less humanised learning process. The DEEP method, structured upon four co-designing phases—direction, education, event, and project—offers a hybrid solution, creating an adaptable and scalable framework for constructing a project with Gen AI for co-designed, social, and personalised learning. The chapter also illustrates the LivePBL project, piloted to train pre-service teachers in China, demonstrating how the method can effectively integrate Gen AI with hands-on co-design to enhance the learning environment and societal exchange.

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Transforming Hybrid Service-Learning With Generative AI

Liu,

Dsouza,

et al. 2024

Advances in Educational Technologies and Instructional Design

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This chapter introduces the Ada-Rob Skill Communication Design Approach, an innovative framework leveraging generative AI to address communication challenges in service-learning environments. As traditional pedagogies struggle to engage effectively with the social, professional, and civic complexities of real-world applications, the Ada-Rob approach enhances communication through two key components: ‘Ada,' which supports adaptive and personalized learning, and ‘Rob,' which emphasizes role-based, structured interactions. In this framework, “skill communication” refers to expertise-specific interactions enabled by structured collaboration, while “communication skill” encompasses general communicative abilities. The Ada-Rob approach provides a flexible, scalable solution that uses generative AI to foster dynamic and collaborative learning experiences, balancing structured communication with individualized learning pathways.

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A Hybrid and Non-Formal Music Education Connecting China’s Local Family Communities and Cultures with Nepal

Cited by 3 publications

References 14 publications

Student Virtual Social Practices between China and Nepal

Student Virtual Social Practices between China and Nepal

Constructing Human Service Learning in the AI Digital Sphere

Transforming Hybrid Service-Learning With Generative AI

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