This page show some of the material produces within the SALTO project. For a complete list, go to CRISTIN.
Containing our article made by Tord Talmo and Robin Støckert: Designing a Pedagogical Strategy for the Implementation of Educational
Technology in Collaborative Learning Environments.
Students' motivation and ownership in a cross-campus and online setting.
Dag Atle Lysne, Veruska De Caro-Barek, Robin Støckert, Kari Anne Flem Røren, Ole Kristen Solbjørg and SHaun Nyquist.
This study focuses on student motivation and ownership of learning in a team-based learning environment that is situated in a cross-campus and online context. Data were collected through semi-structured interviews from 12 students who participated in a joint international Master’s degree in Music, Communication and Technology programme between two large Nordic universities. The aim of the study was to identify factors that were most likely to impact student motivation and ownership in this cross-campus and online setting. Three main themes emerged from the analysis of data relating to student motivation and ownership. These three themes were autonomy, peer learning, and communication and social bonding. The study has the potential to contribute to the continued development of future learning environments, which will be physical as well as virtual, or a mix of those. The findings indicated that there is a need to focus on student tasks that should be flexible and open for student choice, and where peer learning is one of the main learning strategies used to engage students. Additionally, the findings also highlight the importance of having a focus on communication and social bonding in the planning and organisation of cross-campus and online courses in order for universities to succeed and to transform to meet the needs of a very diverse group of current and future students.
The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches.
This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context.
The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?”
More than one year after SALTO participated as sponsor and partner in WAC2019 (Web Audio Conference at NTNU), it is our pleasure to announce that the JAES Special Issue on Web Audio has been published!
SALTO is represented by Anna Xambó, Robin Støckert, Alexander Refsum Jensenius and Sigurd Saue as authors of the paper: Learning to Code
We would like to thank all colleagues for their contribution.
In alphabetical order: Carlos Acosta, Francisco Bernardo, Manuel Bouillon, Michel Buffa, Cem Çakmak, Dominique Fober, Christos Garoufis, Rob Hamilton, Alexander Refsum Jensenius, Vassilis Katsouros, Chris Kiefer, Kosmas Kritsis, Jerome Lebrun, Stéphane Letz, Thor Magnusson, Petros Maragos, Daniel Martín-Albo, Benjamin Matuszewski, Romain Michon, Yann Orlarey, Robert Piechaud, Shihong Ren, Sigurd Saue, Robin Støckert, Anna Xambó, and Athanasia Zlatintsi.
You can read the guest editors' note here, which is written by Anna, Sara, and Gerard.
Jan-Olof Gullö, Eirik Askerøi, Robin Støckert, Andreas Bergsland, Anna Xambó, Thomas Nguyen, Ola Buan Øien, Andreas Waaler Røshol, Eirik Sørbø, Egil Reistadbakk, Bjørn-Terje Bandlien
Synopsis
This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.
Our Dørup Award winning paper from Eunis 2019 is published in the Eunis Journal. Paper made by: Robin Støckert, Alexander Refsum Jensenius, Anna Xambó Sedó , Øyvind Brandtsegg and it is called: A case study in learning spaces for physical-virtual two-campus interaction Eunis 2019
Our Dørup Award winning paper from Eunis 2019 is published in the Eunis Journal. Paper made by: Robin Støckert, Alexander Refsum Jensenius, Anna Xambó Sedó , Øyvind Brandtsegg and it is called: A case study in learning spaces for physical-virtual two-campus interaction Eunis 2019
