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Video-enriched learning experiences for performing arts students : two exploratory case studies.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Published

Standard

Video-enriched learning experiences for performing arts students : two exploratory case studies. / Ramirez-Martinell, Alberto; Sime, Julie-Ann.

Technology Supported Environment for Personalised Learning: Methods and Case Studies. ed. / John O'Donoghue. IGI Global, 2010. p. 248-267.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Ramirez-Martinell, A & Sime, J-A 2010, Video-enriched learning experiences for performing arts students : two exploratory case studies. in J O'Donoghue (ed.), Technology Supported Environment for Personalised Learning: Methods and Case Studies. IGI Global, pp. 248-267.

APA

Ramirez-Martinell, A., & Sime, J-A. (2010). Video-enriched learning experiences for performing arts students : two exploratory case studies. In J. O'Donoghue (Ed.), Technology Supported Environment for Personalised Learning: Methods and Case Studies (pp. 248-267). IGI Global.

Vancouver

Ramirez-Martinell A, Sime J-A. Video-enriched learning experiences for performing arts students : two exploratory case studies. In O'Donoghue J, editor, Technology Supported Environment for Personalised Learning: Methods and Case Studies. IGI Global. 2010. p. 248-267

Author

Ramirez-Martinell, Alberto ; Sime, Julie-Ann. / Video-enriched learning experiences for performing arts students : two exploratory case studies. Technology Supported Environment for Personalised Learning: Methods and Case Studies. editor / John O'Donoghue. IGI Global, 2010. pp. 248-267

Bibtex

@inbook{cf8a00da8dd94aa89f68ae726c680fd7,
title = "Video-enriched learning experiences for performing arts students : two exploratory case studies.",
abstract = "To close the gap between formal education and professional practice, Higher Education (HE) practitioners need to be aware of the importance of offering realistic learning scenarios where students can profit from personalised learning opportunities and meaningful learning. In this chapter, the authors study the extent to which viewing video recordings of the individual performances of dance and music students benefited the learning process. Evidence was gathered from two groups of undergraduate performing arts students at a HE institution in the United Kingdom, and from their corresponding teachers, who independently offered their students a personalised way of accessing visually relevant feedback on their performances via a virtual learning environment. Results suggest that this access to personalised learning facilitated critical reflection and learning from experience. It enabled the students to reposition themselves in relation to their actual performance, fostered their will to learn, and reaffirmed them as potential professional performers.",
author = "Alberto Ramirez-Martinell and Julie-Ann Sime",
year = "2010",
language = "English",
isbn = "978-1605668840",
pages = "248--267",
editor = "John O'Donoghue",
booktitle = "Technology Supported Environment for Personalised Learning: Methods and Case Studies",
publisher = "IGI Global",

}

RIS

TY - CHAP

T1 - Video-enriched learning experiences for performing arts students : two exploratory case studies.

AU - Ramirez-Martinell, Alberto

AU - Sime, Julie-Ann

PY - 2010

Y1 - 2010

N2 - To close the gap between formal education and professional practice, Higher Education (HE) practitioners need to be aware of the importance of offering realistic learning scenarios where students can profit from personalised learning opportunities and meaningful learning. In this chapter, the authors study the extent to which viewing video recordings of the individual performances of dance and music students benefited the learning process. Evidence was gathered from two groups of undergraduate performing arts students at a HE institution in the United Kingdom, and from their corresponding teachers, who independently offered their students a personalised way of accessing visually relevant feedback on their performances via a virtual learning environment. Results suggest that this access to personalised learning facilitated critical reflection and learning from experience. It enabled the students to reposition themselves in relation to their actual performance, fostered their will to learn, and reaffirmed them as potential professional performers.

AB - To close the gap between formal education and professional practice, Higher Education (HE) practitioners need to be aware of the importance of offering realistic learning scenarios where students can profit from personalised learning opportunities and meaningful learning. In this chapter, the authors study the extent to which viewing video recordings of the individual performances of dance and music students benefited the learning process. Evidence was gathered from two groups of undergraduate performing arts students at a HE institution in the United Kingdom, and from their corresponding teachers, who independently offered their students a personalised way of accessing visually relevant feedback on their performances via a virtual learning environment. Results suggest that this access to personalised learning facilitated critical reflection and learning from experience. It enabled the students to reposition themselves in relation to their actual performance, fostered their will to learn, and reaffirmed them as potential professional performers.

M3 - Chapter

SN - 978-1605668840

SP - 248

EP - 267

BT - Technology Supported Environment for Personalised Learning: Methods and Case Studies

A2 - O'Donoghue, John

PB - IGI Global

ER -