Deeper Sites through various Lines: LMS and whole-brain learning in body/voice training for performers in the HET band

Coetzee, Marié-Heleen; Munro, Marth; Boer, Ann-Louise de

doi:10.1080/10137548.2004.9687784

Cited by 6 publications

(6 citation statements)

References 3 publications

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“…By following through on the concept of having students create their own narrative, for the final assignment or project, I wanted to pay particular attention to students' preferences for learning which invited them to be creative, and emotionally and socially engaged, (Coetzee, Munro, & Boer, 2004) -in Zeeman and Lotriet's (2013) words, to go "beyond the expected" (p. 179). As Jensen (2001), among others have argued, "arts enhance the process of learning.…”

Section: Opening Vignette: the Professormentioning

confidence: 99%

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2014

HEJ

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Welcome to the inaugural issue of Historical Encounters: A journal of historical consciousness, historical cultures, and history education, or just 'Historical Encounters' or HEJ (Historical Encounters Journal) for short. The title of the journal intends to suggest Gadamer's (1992) notion of 'the fusion of horizons', as we explore the ways in which members of our communities experience, interpret, learn, study, and respond to the historical worlds they encounter. The journal aims to publish research and scholarship -both empirical and theoretical -from within and across the fields of history curriculum, pedagogy, and didactics, historical culture, historical consciousness, history teacher education, curriculum history, history of education, history of ideas (in education), collective memory, history textbook and media studies, historical theory, narrative theory, public history, and any of the other areas where history education and the broader field of historical studies intersect, or the core themes are debated.As a history educator and curriculum historian myself, I hope you will permit in this introduction a little bit of history about how the journal came about. I had become interested in open access journals ever since a colleague from the United States first introduced me to Open Journal Systems (developed at the University of British Columbia). I liked the ethics behind that journal system, and while on sabbatical (late 2012 and early 2013), became increasingly concerned at the way academic authors often signed away the copyright to their work once it went into publication; subsequently received little or no remuneration for their writing (unless one counts its use in job and promotion applications, resumes, and the like); and worked in universities that were then charged for access to that same work. It was thus a considered decision to adopt Open Journal Systems to manage the journal, and a philosophy that leaves copyright in the hands of the author, allowing them to republish their work, so long as a notice remains on the work that it was first published in Historical Encounters.Just before the start of my sabbatical, I was invited by Professor James Albright, Chair of the Education Research Institute Newcastle (ERIN), to be a guest editor of a special issue of Education Sciences, a new journal (published by MDPI) with a broad scope and mission. The special issue was titled 'History curriculum, geschichtsdidaktik, and the problem of the nation' (Parkes & Vinterek, 2012), and invited colleagues from around the world to engage in a dialogue between various regional and national traditions of history education. The goal was to provide a collection of articles that explored history education within and beyond national borders. I completed that assignment with Professor Monika Vinterek (Dalarna University, Sweden), and we published 8 papers (including our editorial) in that special issue, including

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Section: Opening Vignette: the Professormentioning

confidence: 99%

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2014

HEJ

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“…One possible explanation for the overwhelmingly positive reaction to the new approach as described above might lie in the particular learning styles of the particular group of students as described by Coetzee, Munro, and de Boer (2004). Various responses indicate that this approach speaks to the particular type of students' preference for learning to be creative, emotional, social and actively engaging.…”

Section: Speaking To Student Learning Stylesmentioning

confidence: 99%

“…The lecturer suddenly realised that she was witnessing drama in the making with the whole class participating and the question arose: 'Why not use drama to teach ancient drama?!' Such an approach would fit research done by Coetzee, Munro, and de Boer (2004) who found that drama students seem to tend towards emotional, intuitive, interpersonal and kinaesthetic modes of learning.…”

Section: Background and Innovationmentioning

confidence: 99%

Beyond the expected: an enriched learning experience through learner engagement and participation

Zeeman

Lotriet

2013

Teaching in Higher Education

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The teaching of classical Greek dramas is integral to drama education at the University of Pretoria. In the past few years these dramas increasingly faced the danger of becoming 'foreign'/irrelevant to modern day students. The introduction of performance practice to teach these dramas brought a whole new dimension to teaching and learning in the course. In this case study we describe how the once stagnant learning environment with the lecturer as sole distributor of knowledge, was reframed to allow for learner engagement and empowerment. We document the particular application of Heathcote's 'mantle of the expert' against three theories of educationally sound learning design. The nature of the learning that resulted is then described, based on an in-depth analysis of qualitative data gathered from two consecutive student cohorts. We conclude that this particular teaching approach not only brought the ancient texts to life, but also succeeded in empowering and motivating students Á resulting in a rich learning experience.Keywords: teaching innovation; classical Greek dramas; 'mantle of the expert'; text adaptation; performance practice; holistic student learning IntroductionCurriculum review and development in higher education in the broadest sense of the word is a continuous cyclical process of reflection, improvement and implementation. It is often during stages of challenge and risk that opportunities for reflection and improvement present themselves best (Mighty 2009). Our article describes how the teaching of classical Greek dramas (as integral part of drama education at the University of Pretoria) faced the risk of becoming 'foreign' to a new generation of students and how the learning space was innovatively reframed to create an exact opposite outcome.The particular innovation is presented as a case study within a defined second year course in Drama and Film Studies at the University of Pretoria Á taught by the same lecturer for the past number of years. After a description of the innovation as based on the lecturer's (first author) reflective observation and experience, the nature of the learning experience of the students is explored as research unit of analysis. How did you experience the particular approach to teaching the classics (explain briefly)?What (according to you) have you gained (skills, knowledge, insights, attitudes etc.) from this particular approach (things that you feel are useful for you in terms of current studies, your future career, or life in general)?What did you learn in terms of classical Greek drama? Any other comments?The open-ended nature of the questions left room for the study to follow the pattern of qualitative inquiry embedded in an interpretivist framework as described by Henning (2004, 1Á22). Data analysisResponses from the 2009-group were captured and analysed in ATLAS.ti. Phrases were coded individually and categorised according to emerging themes. Responses from the 2010-group were manually added to the existing categories and in a few instances, new themes and catego...

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“…However, the model was not constructed based on this quantitative data only. Through different qualitative methods, such as text analysis, observations, student feedback and interviews, used in different contexts, we as authors extracted from our own work (De Boer and Van Rensburg 1997;De Boer and Van Aardt 1998;De Boer and Steyn 1999;De Boer, Coetzee, and Coetzee 2001;De Boer and Van den Berg 2001;De Boer, Steyn, and Du Toit 2001;Horak, Steyn, and De Boer 2001;Du Toit and Vandeyar 2003;Maree and De Boer 2003;Coetzee, Munro, and De Boer 2004;Du Toit and Van Petegem 2005;Du Toit 2004, 2008a, 2008b, 2009 and students' work (Oosthuizen 2001;Voges 2005;Scott 2006; Van der Watt 2008;Von Maltitz 2010;De Jager 2011;Tembe 2011) the ideas that helped shape the model. A constructivist approach as proposed by Burton and Bartlett (2005) was followed as it is embedded in the process of action research.…”

Section: Research Questionmentioning

confidence: 99%

Constructing a Comprehensive Learning Style Flexibility Model for the Innovation of an Information Literacy Module

Boer¹,

Toit²,

Bothma³

et al. 2012

Libri

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The Department of Information Science in the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria is responsible for offering a semester module on Information Literacy to all first-year students across all faculties. The Department has embarked on a process of curriculum innovation of the module. For this purpose the learning style theory of Herrmann (1995) and related principles are implemented. At the same time we have expanded the learning style model, referred to as the Whole Brain learning model that Herrmann has developed. We constructed a comprehensive learning style flexibility model or comprehensive whole brain model based on our scholarly engaging with the application of the related principles in numerous contexts. These contexts include our own teaching practices and research and supervision of postgraduate students. The Information Literacy module serves as an exemplar of curriculum innovation based on the concept of learning style flexibility or whole brain learning as it is reflected in our comprehensive model. The model answers the question of how a comprehensive teaching and learning model can be constructed to serve as a guideline for facilitating learning in a learning style flexible/whole brain fashion, accommodating differences in terms of learning preferences and developing students' and lecturers' full potential? The differences in terms of learning preferences referred to in the question were scientifically determined by means of the Herrmann Brain Dominance Instrument (HBDI) (Herrmann 1995). However, the model was not constructed based on this quantitative data only. Through different qualitative methods, such as text analysis, observations, student feedback and interviews, used in different contexts, we as authors extracted from our own work and students' work the ideas that helped shape the model. A constructivist approach was followed as it is embedded in the process of action research. IntroductionThe Department of Information Science in the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria is responsible for offering a semester module on Information Literacy to more than 8,000 first-year students across all faculties annually. This figure indicates an increase of about 1,000 students since our initial report on the baseline study of the research project reported in an earlier issue of Libri (De Boer, Bothma, and Du Toit 2011).A textbook, Navigating Information Literacy: Your Information Society Survival Toolkit (Bothma et al. 2008), written by subject specialists from the Department is used as learning material for the module. The third edition of the textbook ) is currently in use. Although the module has an acceptable pass rate, the scholarly application of the applicable skills linked to the subject content and learning outcomes is limited and in some cases lacking in subsequent academic years of study. In their endeavour to empower students to develop as lifelong Libri, Vol. 62,...

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Deeper Sites through various Lines: LMS and whole-brain learning in body/voice training for performers in the HET band

Cited by 6 publications

References 3 publications

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Beyond the expected: an enriched learning experience through learner engagement and participation

Constructing a Comprehensive Learning Style Flexibility Model for the Innovation of an Information Literacy Module

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