Learning Literacies at Leeds College of Music
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Learning Literacies at Leeds College of Music
- 2. Learning Literacies Defined as ‘the range of practices that underpin effective learning in a digital age’” (LLiDA, 2009).
- 3. Leeds College of Music Classical, Jazz, Popular Specialist Music FE, HE and Postgrad Music and Music Conservatoire Production New BA and Foundation Opportunity to embed Degrees developed in Learning Literacies in Summer 2010, launched the curriculum. in September 2011.
- 4. LEVEL 1 LEVEL 2 LEVEL 3 SPECIALIST STUDY (30) SPECIALIST STUDY (30) SPECIALIST STUDY (40) SPECIALIST STUDY One of: One of: One of: Specialist Study Performance 1 Specialist Study Performance 2 Specialist Study Performance 3 Specialist Study Composition 1 Specialist Study Composition 2 Specialist Study Composition 3 Specialist Study Music Production 1 Specialist Study Music Production 2 Specialist Study Music Production 3 SPECIALIST GROUP STUDY (30) SPECIALIST GROUP STUDY (30) SPECIALIST GROUP STUDY (30) One of: One of: One of: Specialist Group Study Performance 1 Specialist Group Study Performance 2 Specialist Group Study Performance 3 Specialist Group Study Music Production 1 Specialist Group Study Music Production 2 Specialist Group Study Music Production 3 SPECIALIST PROJECT 3 (10) SPECIALIST PROJECT 1 (10) SPECIALIST PROJECT 2 (10) Working in the Creative Industries Year module 1st MUSICIANSHIP MUSICIANSHIP 1 (30) that is common to all pathways. MUSICIANSHIP 2 (20) MUSICIANSHIP 3 (20) Choose one: MUSICIANSHIP 2 (10) Computer-Based Composition Online Learning Literacies course compulsory part of Choose one: Sequencing, Sampling and Synthesis Electroacoustic Composition Composition and Production for Film and Television this module. Music for the Moving Image Music and Ideology 1 Music and Ideology 2 Musical Direction 2 Musical Direction 1 PROFESSIONAL STUDIES 1 (20) PROFESSIONAL STUDIES 2a (10) PROFESSIONAL STUDIES 2b (10) PROFESSIONAL STUDIES 3 (20) PROFESSIONAL STUDIES Choose one: Choose one : Choose one: Working in the Creative Industries Business Skills Introduction to Music Journalism Music Journalism Project Introduction to Music Tuition Music Marketing Events Management Project Self Promotion Music in the Community Community Music Project
- 5. Compulsory Online Course The course aims to develop students’ core information, communication, digital and media literacies, especially within a digital context, that will ensure they are effective learners.
- 6. Learning Outcomes Identify when information is needed and how to locate and obtain the required information resources. Assess the objectivity, accuracy, reliability and relevance of information and the media. Organise and manage information and resources. Analyse, compare and apply information. Choose and use a range of different digital tools as appropriate to the situation to capture, present and communicate information and evidence.
- 7. Course Design Moodle Course 7 Units + Skills Audit Conditional Progression
- 8. Each unit contains: Introductory Video (http://bit.ly/LCoMLLVids) Learning Object Assessment Optional reflection activities in ePortfolio and forums
- 9. Syllabus 1. Know what you know - Understanding information. 2. Go way back - Planning and undertaking a search. 3. Stay ahead of the curve - Organising information, current awareness and keeping up-to-date. 4. Don’t believe the hype - Evaluating information and the media 5. Respect your audience - Communicating information 6. Give credit where credit’s due - Referencing and plagiarism 7. Digital Skills 8. Skills Audit
- 10. Learning in Context Academic Music Professional Social
- 11. Example Unit and Assessment (http://bit.ly/LCoMLL1)
- 12. Implementation Pass/Fail Rolled out in assignment as September part of parent 2011 module 236 out of 259 passed by Indicators of completing all engagement units and the skills audit.
- 13. Next Steps Continuous Assessing review to main impact? relevance
Notes de l'éditeur
- How we’ve embedded LL in the curriculum and LCoM
- More than just information literacy; includes digital, media and communication literacies.LLiDA study recommended that Learning Literacies be embedded within the curriculum.Assumption that students are competent as “digital natives” however they are bombarded by information and often don’t know how to use tools in an educational context.
- About LCoM
- A number of the learning literacies identified by the LLiDA Framework of Frameworks are discreetly embedded within the new HE curriculum, However it was identified that there were certain literacies that should be introduced in an online course within WITCI as it’s common to all pathways and related to employability and skills.
- Drawn from Framework of Frameworks to include information, digital and media literacies.Certain media literacies covered within the course generally but specific elements related to bias and presentation covered in the online course.Also traditional study skills touched upon such as academic writing and research skillsAcademic practice, study skills: Research skills Academic writing Information literacy: identification, accession, organisation, evaluation, interpretation, analysis, synthesis, applicationCommunication and collaboration skills: Teamwork, Networking, 'Speaking' and 'listening' skills (see below for different media)Media literacy (also 'visual' and 'audio' and 'video' literacies): Critical 'reading' Creative productionICT/digital/computer literacy: Keyboard skills, Use of capture technologies, Use of analysis tools, Use of presentation tools, General navigation/UI skills, Adaptivity, Agility, Confidence/exploration
- Introductory Video Learning Object: Active Learning with little tasks and activitiesAssessment: Moodle Quizzes. Feedback Activity used for long text answers that require physical marking.Optional reflection activities in ePortfolio and forums
- Designed around elements of LLiDASyllabus OutlineA variety of topics are covered through the online course to improve students’ learning literacies and achieve the learning outcomes: Know what you know - Understanding information: An introduction to the unit and understanding the value of information. The student gains an understanding of what information is, the different types of information and when information is needed. Go way back - Planning and undertaking a search: Students learn the importance of planning a search and how to develop a search strategy. They will also understand how to locate and obtain the required/relevant information resources. Stay ahead of the curve - Organising information, current awareness and keeping up-to-date: Students are introduced to digital tools that will encourage them to organise information and research, as well as allowing them to maintain currency in areas of interest. Don’t believe the hype - Evaluating information and the media: Students develop skills that allow them to assess the objectivity, accuracy, reliability and relevance of information resources. Understand how media messages are designed and notions of audience, viewpoint and persuasion. Respect your audience - Communicating information: Students are introduced to the fundamentals of academic writing and presentation. In addition, they are also made aware of the various forms of digitally presenting and communicating information. Give credit where credit’s due - Referencing and plagiarism: The importance of referencing ideas, citing sources and the concept of plagiarism is introduced to students and how this should be applied in assignments. Digital Skills: This topic provides an overview of the digital tools that can be used to support a student’s studies and how to apply these tools effectively. This will include the use of software, eSafety and file management. Skills audit: Students are asked to undertake a self-assessment exercise to identify their strengths and weaknesses in the learning literacies explored in the course. This encourages reflective self-assessment practice that can be continued throughout their degree.
- As a single subject college (albeit incorporating different genres and specialisms) there was the unique opportunity to provide a specific Learning Literacies course for all students that was relevant and placed into context of their general area of study, music. Related some of the tasks and content to the parent module.Search strategy as an example. “Performance Opportunities”
- Know What Know + Skills AssessmentQuiz LL1: Know What You Know Order the following lowest to highestDataInformationKnowledgeWisdomCorrect order givenKnowledge is information in a context, wisdom is the next step. Choose one or more categories for information found on the NME website.Legal and technicalIdeas, opinion and adviceHistory, background, facts and figuresNews and music makingTheoretical analysisAnswer:b,c,dIf incorrectCheck on the website use the about us section to help with your decision.Categorise the follow as Grey, Primary or Secondary Information.Bleep Bleep Bloop: Music and Video GamesGreyPrimarySecondaryAnswer SecondaryInternational Association for the Study of Popular MusicGreyPrimarySecondaryAnswer PrimaryThe Development of Rock Music in America GreyPrimarySecondaryAnswer : Grey
- September 2011. Went into first lesson and a few other lessons to introduce concept, answer any questions.Students became familiar with me as a point of contact and the module leader, who contributed in design of Learning Literacies, also encouraged them to engage. Engagement: Some did contribute to the optional discussions etc on Mahara. However it was the response to the Free text answers that showed the most engagement. A decent majority gave really interesting and well thought answers. Not always positive. Maybe bigger indicator of engagement as show’s have tried it. What search strategies are working for you? Is there anything you could implement to implement to improve your search technique further?In what ways have RSS aggregators and social bookmarking sites improves your org skills? What else could you do to improve them further?
- In order for it remain relevant needs reviewing regularly to update and make contextual and relvent.Measuring impact may be difficult as these aren’t tangible skills and as it is a completely new degree comparing with previous students results may not have much validity. Next step. Any ideas?