Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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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 -