Page 101 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Mostovi med formalnim in neformalnim glasbenim izobraževanjem, leto 15, zvezek 31 / Year 15, Issue 31, 2019
P. 101
Kristian Kolman, Jo e Rugelj, INOVATIVNI PRISTOP K POUÈEVANJU VIOLINE...
Paivio, A. (1990). Mental Representations: A dual coding approach. https://www.
oxfordscholarship.com/view/10.1093/acprof:oso/9780195066661.001.0001/acprof-978
0195066661 (15.11.2019).
Paivio, A. (2014). Mind and Its Evolution: A Dual Coding Theoretical Approach.
http://public.eblib.com/choice/publicfullrecord.aspx?p=1596529 (15.11.2019).
Popa, E. M., Hunyadi, D., in A Musan, M. (2008). Moodle: A didactic instrument of
online learning for reduce distance handicap. 8th WSEAS International Conference on
Applied Informatics and Communications.
https://www.researchgate.net/publication/229046272_Moodle_a_didactic_instrument_
of_online_learning_for_reduce_distance_handicap. str. 309-313. (15.11.2019).
Suzuki, S., Selden, K. I. in Selden, L. (2012). Nurtured by love: Translated from the
original Japanese text. http://search.ebscohost.com/login.aspx?direct=true&scope=
site&db=nlebk&db=nlabk&AN=805601. (15.11.2019).
Summary
The ability to apply Cognitive Theory of Multimedia Learning (KTU) is a challenge for
violin educators. They should focus on the idea that students are trying to build
meaningful connections between sound and sheet music, and that they learn deeper as they
can with sound or sheet music alone (Mayer, 2014). One of the main goals of multimedia
teaching is to encourage students to create a coherent mindset from the e-learning material
presented.
We wanted to test the accuracy of measurements in e-learning approach by using
multimedia. We have introduced MMS capabilities that are easy and intuitive to use.
Experiments with simulations of various errors in the implementation of scales have
revealed little differences between the MMS plugin in MOODLE and the MMS web
application. However, greater differences were observed between expected and actual
results. The subjective assessment of the estimator’s expected result was always higher
than the objective assessment of the actual result by MMS. In the objective evaluation
procedure, the largest differences were found in the estimates of the rhythmic errors of
performing a particular scale. We found that the graphic representation of the recording
was crucial to understand the correct and efficient use of MMS. The research should be
extended to include pupils of different ages over a longer period of time. It would also be
worthwhile to involve other violin teachers to playback these 6 simulated error scenarios
and evaluate the relevance of the scale, based on our evaluation criteria.
99
Paivio, A. (1990). Mental Representations: A dual coding approach. https://www.
oxfordscholarship.com/view/10.1093/acprof:oso/9780195066661.001.0001/acprof-978
0195066661 (15.11.2019).
Paivio, A. (2014). Mind and Its Evolution: A Dual Coding Theoretical Approach.
http://public.eblib.com/choice/publicfullrecord.aspx?p=1596529 (15.11.2019).
Popa, E. M., Hunyadi, D., in A Musan, M. (2008). Moodle: A didactic instrument of
online learning for reduce distance handicap. 8th WSEAS International Conference on
Applied Informatics and Communications.
https://www.researchgate.net/publication/229046272_Moodle_a_didactic_instrument_
of_online_learning_for_reduce_distance_handicap. str. 309-313. (15.11.2019).
Suzuki, S., Selden, K. I. in Selden, L. (2012). Nurtured by love: Translated from the
original Japanese text. http://search.ebscohost.com/login.aspx?direct=true&scope=
site&db=nlebk&db=nlabk&AN=805601. (15.11.2019).
Summary
The ability to apply Cognitive Theory of Multimedia Learning (KTU) is a challenge for
violin educators. They should focus on the idea that students are trying to build
meaningful connections between sound and sheet music, and that they learn deeper as they
can with sound or sheet music alone (Mayer, 2014). One of the main goals of multimedia
teaching is to encourage students to create a coherent mindset from the e-learning material
presented.
We wanted to test the accuracy of measurements in e-learning approach by using
multimedia. We have introduced MMS capabilities that are easy and intuitive to use.
Experiments with simulations of various errors in the implementation of scales have
revealed little differences between the MMS plugin in MOODLE and the MMS web
application. However, greater differences were observed between expected and actual
results. The subjective assessment of the estimator’s expected result was always higher
than the objective assessment of the actual result by MMS. In the objective evaluation
procedure, the largest differences were found in the estimates of the rhythmic errors of
performing a particular scale. We found that the graphic representation of the recording
was crucial to understand the correct and efficient use of MMS. The research should be
extended to include pupils of different ages over a longer period of time. It would also be
worthwhile to involve other violin teachers to playback these 6 simulated error scenarios
and evaluate the relevance of the scale, based on our evaluation criteria.
99
