Learning to Code Through Web Audio: A Team-Based Learning Approach

Xambó, Anna; Støckert, Robin; Jensenius, Alexander Refsum; Saue, Sigurd

doi:10.17743/jaes.2020.0019

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Educators' pedagogical vision wanted to include innovative space and technology solutions in a more holistic framework for the development of student-centered learning environments and teaching practices. The pedagogical focus on cross-campus interaction, collaboration, and resource sharing demanded the presence of educators and/or teacher assistants at both locations to facilitate equal access to learning resources and technical infrastructure (Xambó et al, 2020). This was especially important due to the shift in staff that happened during the first years of running the MCT program.…”

Section: Symmetrymentioning

confidence: 99%

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

De Caro-Barek,

Støckert

2024

Front. Educ.

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The most recent UN publication on Sustainable Development Goals (SDGs), which covers issues related to socioeconomic, environmental, and technological development on a global scale towards 2030, has expanded its focus to include tertiary education and the role of Universities in contributing to societal development. SDG 4, particularly, calls for equal access to tertiary education from a lifelong perspective, and consequentially an increasing need for flexible education. It has therefore become pivotal for Higher Education Institutions to promote the implementation of both flexible study programs and related innovative learning environments to sustain learners’ lifelong education and the development of critical skills in an increasingly digitalized world. Innovation, however, has a cost. In Higher Education, innovation must necessarily reconcile academic advantages with economic conveniences. In this paper, we look in retrospect and share our experiences from a major research project linked to creating and implementing an innovative hybrid learning space within the frame of a cross-campus and cross-institution master’s degree based at two Norwegian universities. In the evaluation phase of the project, tension became apparent between the underlying pedagogical visions that sparked the enthusiasm for the project and the challenging reality of having to create, organize, and manage a complex cross-campus and cross-institution study program and build the learning space related to it. It seems that traditional university structures as a closed ecosystem made it difficult to anchor the development of the program in/within/between the organizations. The administration did not seem equipped to manage the uncertainty such an innovative project presented in the form of many new unforeseen, challenging, and unpredictable variables. In two related publications we have specifically discussed the results from the project by focusing on the experiences educators and students collectively reported about working and studying in the ad hoc learning environment developed for the master’s program. We wish now to look back and explore the topic from an organizational perspective where the administration of the cross-campus and cross-institution project acts as a filter between the educators’ pedagogical vision and the students’ experiences. In this exploratory case study, we have opted for a phenomenological investigation and a qualitative approach to research design that is informed by constructivist grounded theory methods. We went back to the educators’ and students’ feedback and tried to understand not just what worked and what did not, but why. What contributed the most to the increasing tension between the initial pedagogical vision of the educators and the practical development of the project in reality? We believe that sharing the experiences harvested from our project along the road can be of help to other researchers and stakeholders in confronting and finding solutions to the challenges that complex innovative projects might constitute for higher education institutions.

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Section: Symmetrymentioning

confidence: 99%

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

De Caro-Barek,

Støckert

2024

Front. Educ.

Self Cite

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“…The iterative Portal design process and functionality originate from the Pedagogy-Space-Technology framework [14], as illustrated in Figure 1. The pedagogy focuses on cross-campus activities, projects, and workshops based on collaborative or flipped learning [15], [16]. The space is a combo of physical, hybrid, and online spaces.…”

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confidence: 99%

Hybrid Learning Spaces with Spatial Audio

Støckert

Tidemann

2022

2022 29th International Conference on Systems, Signals and Image Processing (IWSSIP)

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The two largest universities in Norway started a new joint international master's program called "Music, communication and technology" (MCT) in 2018. MCT constitutes the framework for developing a new shared learning space (The Portal) for physical-virtual interaction, musical communication, and collaboration.The COVID-19 pandemic has illuminated several challenges within hybrid teaching concerning the design of learning spaces and related pedagogical and technical issues. In our case, we identify challenges in delivering a hybrid learning space with spatial audio and discuss a method to implement such a solution in the context of spatial audio and ambisonics workshops developed for the MCT master's program. We propose a stable but flexible technical solution for decoding higher-order ambisonics audio in two remote physical locations and into virtual environments in real-time, creating a continuum between the physical, hybrid, and online learning spaces mediated by technology.

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Learning to Code Through Web Audio: A Team-Based Learning Approach

Cited by 2 publications

References 14 publications

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

Hybrid Learning Spaces with Spatial Audio

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