October 07 ~ 08, 2023, Virtual Conference
Daniel A Lee, The University of Tasmania, Australia
An ethnographic study conducted at an Australian university examined the curriculum design and pedagogical practices of Bachelor Degree Contemporary Popular Music (CPM) courses (n=25) delivered by Australian tertiary institutions. The study investigated participants’ perceptions of the potential presence of course design objectives, including eLearning and engaging with eResources via 21st century telecommunications. These objectives were explored for pedagogic value regarding the safeguarding of intangible cultural heritage in the form of an Australian cultural ‘voice’ in local, glocal and global popular music guitar communities and industry. Inductive thematic analysis of three datasets in the form of surveys, interviews and documents generated five themes. This paper presents and discusses the theme ‘Global Spectra’ which demonstrated the presence of a global perspective among course designers and educators. The discussion addresses the role of online communities and social media in 21st century music education. Findings include the presence of World music in the curricula, and engagement with information technologies, influences the performance practices of graduates. The paper concludes by claiming there are un-known cultural, aesthetic, and pedagogic risks taken when embracing global perspectives via the implementation of advances in telecommunications.
Popular Music Education, Higher Music Education, Globalisation, Intangible Cultural Heritage, Online Resources
Dr. Angel Rathnabai S, Assistant Professor, Central Institute of Educational Technology -NCERT, New Delhi
The National Education Policy, 2020 of India emphasises the interplay of education and technology and identifies the extensive use of technology as one of the central principles to steer the education system. In this context, ICT intervention in the school system to leverage the outcome of education is also a goal. To achieve this goal, the emphasis lies on the capacity building of teachers. Curricula for ICT in Education for School System is a national curriculum to define the focus, content, and strategy for in-service training to build the competencies of teachers in integrating ICT in Education. This article brings out the features and scope of ICT in Education Curriculum for teachers through the lessons learnt for its implementation in India. With this competency-based curriculum, it is possible to prepare teachers to face the expectations of the current digital era.
ICT training, CPD, Capacity Building, In-service Teacher Training, ICT in Education
Airat Olamide Yusuff1 and Safiriyu Ijiyemi Eludiora2, 1Faculty Of Arts, Science & Technology, University of Northampton, UK, 2Department of Computer Science and Engineering, Obafemi Awolowo University, IleIfe, Nigeria
Autism Spectrum Disorders (ASDs) are usually managed with the administration of different kinds of therapy. Platforms to aid proper documentation of the therapy reports are not free or readily available for use by Nigerian therapists. Parents and caregivers of the individuals with Autism also do not have complete access to these reports and no platform to promptly document their observations. This paper focuses on the development of a system that addresses these problems. Research and literary works were reviewed to gain knowledge on the prevalence of Autism in Nigeria as well as existing platforms for therapy reports documentation. Interviews were also conducted to gather insights on types and structure of reports issued or the therapies of focus. The application was designed and implemented using appropriate tools. It was tested by therapists specialised in at least one of the selected therapies and family members with an autistic patient undergoing any of the therapies. Responses and suggestions were collated via an online survey platform and the application was evaluated on interface design, ease of use and relevance. The application is available as a Progressive Web App (PWA) and can be added as an app on the home screens of Android and iOS phones.
Autism Spectrum Disorders, Autism, Digital Technologies For Special Needs, Therapy Reporting Tools, Progressive Web Apps
Mohamed Gharbi1, Mohamed Amine Charif, Mohamed Taib Mohtadi and Ahmed Fal Merkazi, Laboratory Monitoring of Emerging Technologies Department MIA, Hassan First University of SETTAT, Faculty of Sciences and technologies, SETTAT, Morocco
In recent years, online learning has become increasingly popular. However, MOOCs have faced challenges due to the lack of personalization and interaction with instructors. This is where advanced language model-powered chatbots like ChatGPT can make a significant difference in enhancing the learning experience of MOOC students. By training ChatGPT on specific course data, it can provide personalized and accurate responses to students’ questions, leading to a more engaging and fulfilling learning experience. This article delves into the process of fine-tuning ChatGPT for MOOCs, highlighting its benefits and successful integration case studies. The potential impact of ChatGPT on online learning is immense, as it has the potential to revolutionize online learning and make the learning experience more accessible and enjoyable for millions of students worldwide.
ChatGPT, MOOCs, Personalized Learning, Chatbots, Fine-tuning