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Outline
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CREATING AND MAINTAINING A DISTRIBUTED MUSIC APPRECIATION CLASSROOM
  • Presented by:  Dr. Roberta Lindsey
  • 3rd International Conference
    on Technology in Teaching and
    Learning in Higher Education
  • July 15, 2003
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Creating Site:  Six Considerations
  • E-learning environment platform [OnCourse];
  • Time required for building and maintaining the site;
  • Technical and communication skills
    of the professor,
  • Right to use quality course material
    on-line [Variations2];
  • Technical support staff availability;
  • Student profile including an awareness of the type of learning style found in the students.
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I.  OnCourse:  E-Learning Platform
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I.  OnCourse Navigation
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II.  Time Required to Create
and Maintain (1)
  • General Rule:  Double the amount of preparation time for an on-campus class.
  • Integration of learning objectives based on Six Principles of Undergraduate Learning (from IUPUI) into lessons;
  • Learning computer programs;
    - Transform, FrontPage, Real Media,
    - Adobe Photoshop, Adobe Premiere,
    - Sound Forge, Power DV, Flash,
    - Real Producer Plus, Dreamweaver.
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II.  Time Required to Create
and Maintain (2)
  • Creating various web pages;
  • Checking html code;
  • Testing the pages;
  • Loading the pages and linking with  OnCourse;
  • Maintaining pages and various internal links.
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HTML Code
  • Problems
  • Clean
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III.  Technical Capability
of the Professor
  • Minimum:  Good command of computer keyboard.
  • Intermediate:  Basic knowledge and facility of computer programs.
  • Advanced:  Increased facility with computer programs and use of storyboards to map out web sites.
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IV:  Special Tools:  IU DML/ Variations2 Consists of:
  • $3 million, 4-year grant from DLI Phase 2 (NSF);
  • Faculty: Music, Information Science, Law, Computer Science;
  • Librarians and technologists: IU Libraries, University IT Services;
  • Bloomington and Indianapolis campuses (IUPUI).
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"The material is based upon..."
  • The material is based upon work supported by the National Science Foundation under Grant No. 9909068.


  • Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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IV:  Variations2 Tools
  • Purchase of Recordings;
  • Copyright Research/Justification of
    “Fair Use;”
  • Streaming Audio/Video;
  • Security Script for Virtual Classroom;


  • Search for Audio/Score and Bookmark.
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IV:  Three Phases Incorporating DML/Variations2 into Music Appreciation Class
  • Phase One: digitized music into the “virtual” classroom;
  • Phase Two:  developing tutorials using Flash/Director of musical forms into the “virtual” classroom, and adding digitized video to class;
  • Phase Three:  developing interactive musical resources into the “virtual” classroom, including Variations2 Bookmarking Tool in on-campus class.
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IV:  Steps in Phase One:
  • Investigating copyright “fair use” & the internet;
  • Insuring the e-learning platform (OnCourse) would uphold the Variations2 materials;
  • Listing pieces for digitization;
  • Digitizing music and uploading to streaming server;
  • Assigning specific supplemental listening homework relating to the students’ lessons;
  • Assessing the course using “Flashlight” Survey tools.
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IV.  Steps in Phase Two:
  • NEW:  Develop Tutorials (using Flash, Director, HTML);
  • NEW:  E-publish materials to “Merlot*” for peer review.


  • [*M=Multimedia
       E=Educational
       R=Resources (for)
       L=Learning (and)
       O=Online
       T=Teaching]
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IV.  Flash Tutorials
  • Mouret’s Rondeau
  • Mozart’s “Minuet and Trio” from Eine Kline Nachtmusik
  • How to Access Variations2
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IV.  Steps in Phase Three
  • Developing interactive musical resources into the “virtual” classroom;

    (Flash Tutorial:  Matrix)
  • Introducing Variations2 Bookmarking Tool in on-campus class.
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Future Plans
  • Develop more engaging interactivity in the tutorials (using more sophisticated development toolset (Java);
  • Expand musical examples;
  • Continue incorporating new tools, i.e., mapping, from Variations2 (Bloomington) into the on-campus class;
  • Incorporate Variations2 (Bloomington) tools into the online class;
  • Publish findings in referred journals.
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V.  Technical Support Staff
Center for Teaching & Learning
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IV.  Student Profiles
  • Minimum:  Never used computer.
  • Intermediate:  Used computer for word processing and for “surfing” the internet.  No additional knowledge of modem bandwidth.
  • Advanced:  Very comfortable with all computer programs and generally uses cable or DSL modems.
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IV.  Student Learning Styles
  • Visual:  Require visual aids to assist them in following the music—tutorials.
  • Auditory:  Require additional musical examples to demonstrate various musical elements.
  • Visual/Auditory:  Require both visual and listening examples to focus on class material.
  • Kinesthetic:  Require hands-on interaction—tutorials.
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Important Websites
  • Indiana University Purdue University Indianapolis:  http://www.iupui.edu
  • Indiana University School of Music at Indianapolis:  http://www.music.iupui.edu
  • Indiana University Digital Music Library Project:   http://www.dml.indiana.edu/
  • Indiana University Purdue University Indianapolis Copyright Office:   http://www.copyright.iupui.edu/
  • Indiana University Purdue University Indianapolis Principles of Undergraduate Learning:
    http://www.universitycollege.iupui.edu/UL/Principles.htm
  • MERLOT:  http://www.merlot.org
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CREATING AND MAINTAINING A DISTRIBUTED MUSIC APPRECIATION CLASSROOM
  • Presented by:  Dr. Roberta Lindsey
  • 3rd International Conference
    on Technology in Teaching and
    Learning in Higher Education
  • June 27, 2003