What a title hey? I started thinking about how this course allows for us to have open communication versus having a closed forum, then I though about the door for learning being opened or closed. I like to sleep with my bedroom door open but my husband prefers it closed. I guess that having communication forums closed could be a preference for some people but just like my bedroom door, I like it open.
As a learner I have not had much experience outside of this course in terms of open online space. I appreciate the Google+ Community for so many different reasons. I love being able to post a quick question or even a fabulous article or medium that I feel reliant to our course. Our Google+ Community is so supportive and helpful of one another, I find that just by reading different posts it saves me from running into common pitfalls. So far I have taken eight Grad Courses and feel that a Google+ Community would have been an asset to all courses, it allows us to pose different questions, share insights or ask each other for help as needed. University students are often given information in UR Courses but I think the experience would be so much different if there were a way to allow students to communicate in an open space. I think that our course has really come alive with the use of the Google+ Community. The community can offer us so much more than what is being taught in the course. Allowing students to become each others’ co-teacher. Our blogs have also allowed us to learn from others, Amy mentions that “we learn from others’ perspectives while considering our own”.
I agree with Ashley that we must consider the age of the students when we decide to use an open or closed forum. I definitely think that younger students should have closed forums in order to protect them. Although, I think that allowing parents, caregivers, or even classmates the opportunity to comment or share would allow for meaningful learning. Amiee also mentions that student safety is a valid concern for educators. Shes also points out that students may have already become immersed into social media, but we should still consider that we are putting them into a wide open public space where we may not always be able to protect them in an open forum.
Although, educators such as myself have to realize that students are developing their own digital footprint, this is where we have the teaching moments! I think that teachers can help students understand that there is no going back once pictures or even text hits the net.
Like Ashley, I too have enjoyed the break from blogging and being able to focus on my content creation has been wonderful. My group even had time to meet up last week and go over some of the fine tuning of our course prototype. I feel that my group has made some great strides in getting our course up and running. I know that with just a little more tweeking my module will be up and running.
Have you ever experienced any negativity in using an open forum?
What happens before you have to stand on stage with a blinding spotlight trained on you, following your every move? A crowded audience lies before you, the heat of their eyes piercing your skin.
You practice. A lot.
This is the effect of asking students to do work in open online spaces like forums, blogs, or Twitter. When I am asked to post a blog it means that I spend extra time trying to perfect syntax to convey appropriate tone; I double-check and cite sources; I try to inform or persuade in a somewhat entertaining way. I also want to write things that are enjoyable, unlike in traditional closed classes where I care about enjoyability less because only the teacher reads what I write. Then, I don’t care quite as much. (But really, I am a bit of an over-achiever regardless.) The process is also more fun for me because I love getting comments on my blog and responding.
But does this really make the process of learning more authentic? How much of what is being said is being said just to get a mark and how much is driven by authentic engagement? Would I be writing this blog post right now if I wasn’t taking this class. Honestly. Or as the kids would say, TBH. No. I wouldn’t. However, it is definitely more authentic than writing just for one teacher.
Blogging also makes me more accountable because I want what I post to the whole world to reflect what I really think and who I am. This is not to say that sometimes I exaggerate just how excited I am about a new app or tech tool in the moment I’m writing the post. I might discover a tool, and think it’s pretty cool after trying it out and will probably use it at some point in my classroom. But I’m not going to write exactly that. Instead I might say, “I just found the most AMAZING tool! It’s free, it’s fun, it’s relevant, it’s intuitive. YOU SHOULD USE IT!”
So, when would I ask students to blog? What would be worthwhile for them to discuss in open spaces? I think that in music, I would still advocate for posting videos of progress on blogs or forums and having students comment on each others’ playing. It takes the pressure off of performing live, and kids have fun sharing and listening to each other. I did this in EC&I 831, and appreciated the encouragement and feedback from my classmates.
Students could practice using music terms and develop literacy because they would have time to provide feedback in a forum. I think that this would be authentic to an extent. Again, as I mentioned last week, some participation would need to be mandatory, but that also protects people who want to share from being labeled overachievers or nerds, stifling key contributors. And we all know that we music types have enough of a stereotype to overcome already. I know what you’re thinking. I’ve never seen this movie, and I still know this…
I think that we could generate a culture where students would be excited to check in on students’ videos of their bands, ensembles, duets and solos. It would be a great way to generate excitement leading up to live performances.
Once again, as I said last week, we would need to practice skills of posting and commenting and set expectations as a class for the types, length and frequency of comments.
With this buy in from students and moderation of appropriateness by a teacher, I don’t think that my grade 9-12 students’ parents would have any concerns about them participating in an open online environment. They already are exposed to or participating more potentially unsafe spaces.
Hi Friends, This week I wanted to give you a bit of a run down on how I intend to facilitate my Blended Course. These are just my preliminary ideas and are possibly subject to changes, as I find I am learning more as I go. Sarah has some fabulous ideas in her blog this week in terms of establishing boundaries and participating for her older students. Although, I think that working with young grade 3 students there is only a need for pre-teaching about “Netiquette” and digital citizenship.
I think for student/student-instructor interactions I will implement a blog. This form will be used so that students can publish their assignments and respond to readings or video’s. I think that once students get the hang of commenting on each others posts they will quite enjoy it. Although I believe that it may be difficult to create a community, this is something that the students have to do for themselves. Elizabeth had a great point when she said “we can try to foster a welcoming, open environment in which students feel a sense of community, but we can’t ensure this in all of our classes”. Image Source
Choosing this form of student interaction is beneficial because grade 3 students are smart and full of great ideas and they will be able to share their thoughts with their peers online. Perhaps there is a way to moderate as the facilitator so that student blogs and comments can be reviewed before being posted. I also like the idea of commenting on students post, they will see that the teacher has read and thought critically about their post.
When facilitating an Blended Classroom I will make sure interactions between students and teacher are genuine. I believe that awarding marks for participation is a starting point for students. By encouraging participation with marks, students will begin to explore using blogs and commenting on their peers work and do so in a appropriate manner. This is the first step in meaningful interactions. Students will gain confidence by having fellow students reading and responding to their blogs. I think that both peer assessment and self assessment have value in a blended classroom. Elizabeth mentions the importance of teaching students to use pingbacks in their blogs as it “further encourages them to read other people’s blogs at their leisure and quote them in their own. It is important for students to read other people’s work, and to know that their work will also be read. This will help them see the value and importance of blogging, and the importance of reading something over before submitting it.” Image Source
I thought that I would check out the hyperlinks that were found in the document Mastering Online Discussion Board Facilitation for some assessment ideas. I was very disappointed to find out that all the hyperlinks that I tried were broken. I think that it is very important when setting up a Blended Classroom for students to make sure that all links are working. By not checking for dead links an educator can run into a lot of wasted time in terms of having students refer to a link provided.
Well this is my starting point, oh yeah and rubrics. Have you ever used a blog platform in your classroom, which one?
What communities do you feel connected to? Why? Why do we need community? Benita and Melinda asked the same question this week. And I hope that I’ll leave you with one of many possible answers by the end of this post.
Whether fostering a community online or face-to-face, the instructor and students must establish expectations, participate in interactions, and develop communication skills. Like Schwier says, an environment doesn’t inherently develop into a community in which participants feel safe, belonging, committed and engaged. So, how do I plan to foster interactions using Canvas in my Music 9 prototype course?
Step #1 – Establish boundaries and participation rubric with students
What rules are we going to follow in these spaces?
How often do you think you would need to participate for others to benefit from your contributions? Can you make this commitment?
Remember, chat comments cannot be deleted once they’ve been posted. You must be responsible.
Step #2 – Practice using the tools, explain their unique purposes/potentials
I plan to use the interactive and connective tools that are built into Canvas as the primary methods of communication: discussion, chat, conversations and conferences. We would practice using all of these tools and outline the expectations associated with each, before setting students “loose” to use them all.
The discussions section in Canvas allows responses to be organized by the question asked. Furthermore, students can add discussion questions if the instructor adjusts the settings to allow this. I would make sure that students would have access to this feature to increase the number of what Bryce-Davis calls “ringers,” which are new or unusual activities that “disrupt the established patterns and expectations just enough to renew interest” in the conversations. These discussions can be threaded, which allows members to focus in on particular comments of interest and follow that train of thought, rather than a stream of feed is more conducive to general comments. The threaded conversations help to ensure that discussion is organized and therefore potentially more meaningful and authentic. Small group options are available as well. Students can join particular focus groups based on interests or projects. Edutopia provides many suggestions in their Mastering Online Discussion Board Education Resource Guide. One idea is
“Instructional Discussion Boards should be used to meet specific course objectives and should be aligned with course content.”
For this reason, I would set the expectation for the discussion forum to be mostly related to the content of the course.
The chat section is a great option for students to socialize and build relationships. This area could be designed as a place for informal exchanges and for straight-forward student questions like, “When is this due?” or “What time are we meeting?” It is important to note that comments in the chat cannot be deleted and are organized on a separate page from the discussion questions. Students would need to be aware of this ahead of time and know consequences for posting inappropriate comments.
Canvas also offers what they call Conversations, which is really just an email service. It’s a great option for one-on-one student-teacher interaction.
Finally, Canvas offers Conferences through a partnership with BigBlueButton, which is a web conferencing tool for synchronous online meetings, much like what we do with Zoom in EC&I 834. This option is ideal for group instruction or a more face-to-face feeling.
The combination of these tools is important. In his blog post this week, Adam said, “When looking for engagement amongst the class, it is vital to incorporate a number of different interaction opportunities.” The fact that Canvas has all of these tools within the same LMS means that students won’t need to check multiple providers to stay connected with their peers. When the log in to Canvas they will automatically be surrounded by opportunities to connect with each other in a variety of ways depending on the purpose of interaction.
Step #3 – Make the interactions meaningful, supportive and relevant
As I said before, setting expectations for each of the formats for interaction at the beginning of a course is crucial. The various forms of communication available, with students able to guide discussions, will make the interactions more meaningful than a strictly teacher-driven approach. Schwier says, “For a community to emerge, a learning environment must allow learners to engage each other intentionally and collectively in the transaction or transformation of knowledge. It isn’t enough that material is presented to people and they interact with the instruction. It isn’t enough that the learners interact with instructors to refine their understanding of material.”
Students also need to be taught the skill of asking critical or higher level questions for discussions to go beyond surface-level ideas and observations. Edutopia suggests teaching Bloom’s Taxonomy to ensure that students ask high-quality, purposeful questions.
Students need skills in research and citation as well, so that they find and support answers to their own and others’ questions.
However, my presence as the instructor in each of these areas will model meaningful and supportive interaction.
I think that required participation is also necessary, especially initially, to help students develop the habit of being a part of and contributing to the community. Icebreakers and introductions are important to developing historicity, which is an essential element of community.
I would also use rubrics for participation, as well as teacher, self, and peer evaluation to give students clear expectations and opportunities for feedback and self-reflection.
Step #4 – Troubleshooting
Edutopia helpfully outlines some Common Pitfalls so that educators embarking on this journey can avoid them. I think that I have planned for each of the concerns in my plan above. But the one that I feel I have the least control over is “Students may react in an inappropriate way by flaming other students or making disinterested or disrespectful comments to their peers or in response to assignments.” If this were to happen in a chat, there is one guide that says that the comment cannot be deleted. This is very concerning to me. If one student chooses to make a bad decision, it wouldn’t go away. I’ve emailed Canvas to ask why they’ve chosen this.
Step #5 – Learn!
The primary benefit of creating a blended learning environment where students can connect online is that it improves the likelihood that they will learn more. Amy noted this in her blog post this week as well. George Siemens’ Theory of Connectivity highlights the importance of networks in learning. I know this has certainly been true of my experience in EC&I 834.
Hi friends, It has been awhile. Reading week has given me some time just to relax and catch up on a few household things, oh yeah and my baby turned 5 months.
I decided with my time that I would ask my group “who would like to take the lead and create the Google Classroom account“? I decided rather than send that email, I would just take it into my own hands. I recalled that as a group we couldn’t use the RBE Google Classrooms because one of our group members is with another division. I decided the best place to start would be to reread the Google+ Community posts to use the to figure out how to use the education.uregina accounts. I scrolled through all the posts and managed to find what I was looking for. Ohh and now looking back, there is a search option at the top. I then went to create the Google Classroom account, all went well, or so I thought. Setting up the initial info was just a matter of filling in a few feilds and a few clicks. I attempted to invite teachers to my class by adding my group members using their email addresses. My first road block was that they were not contacts, so I went back to the Google menu and added them. I then tried to invite my new contacts again, and it wouldn’t work. I then realized I would have to track down their uregina user names. Aimee replied to my email right away and I added her as a teacher, and voila it worked. Now just to wait for the other two gals!!
Tell me if you ran into any road block while trying to get your project up and running!
When asked to choose any topic of interest this week, I immediately revisited the idea of Myth of No Significant Difference. Not shockingly, these thoughts surfaced around the same time as my feelings of overwhelmedness about the amount of work that I am going to have to do shortly to finish my blended Music 9 course prototype. It had me thinking about what the benefits of blended learning really are.
So, at the suggestion of Kara, I decided to see what others have done to create Music LMSs, and learn from their experiences, rather than assuming that I am the first to have tried it. I’m definitely not the first. And I found out that music teachers and institutions around the world are doing amazing things with blended LMSs in music, but one pair of music educators has a website that sucked me in for a couple of hours and lifted me out inspired and armed with a few new tools.
Freebern Music has designed a LMS for music courses at Burr and Burton Academy in Vermont to accommodate lower enrollment and still offer multiple courses. They say,
“We were teaching students HOW to learn, leaving the WHAT to the digital tools we created. As a result, we found that content knowledge and retention was improving.”
They also built courses that addressed various outcomes around students’ interests WITH those students. In future years, other students used the courses and expanded on them as well.
One of the main concerns that they had after moving all of their music classes to blended environments was that some students still desired to be spoon-fed, and they needed to spend more time helping students develop skills to work autonomously. (Dre and Logan also discussed the importance of scaffolding in their blogs and with me this week.) Unlike in a traditional face-to-face classroom, the Freeberns couldn’t ignore this skill building. Without it, students could not be successful. They came up with three areas of focus: “These three components, a desire for autonomy, the instinctive need for mastery and a purpose for study, motivate our students to learn in this type of educational structure; a structure that will help them become lifelong learners.” And as we all know, this is the ultimate goal. It’s a key component of Saskatchewan Curricula.
Not all of their courses are open, but some course resources are open as well as links to music technology apps and resources. I had so much fun looking through them. It was clear that these educators have done a lot of work already to make this LMS and it was much more useful to spend time looking through their courses, tools, and statements rather than trying to figure it all out myself. One of the tools is sampulator.com. It’s a fun intuitive tool that allows people to create simple beats using pre-programmed sounds. I made one, and I think that I’m going to use this tool as the activity for my Music 9 module.
I emailed the developers, Neil and Julie Freebern a note of thanks for sharing their concept, challenges and model and requested temporary access to the modules to see how they have laid them out. Hopefully, they will get back to me! Once again, the results of building a professional learning network have gone beyond my expectations.
The whole website appears to be mind-blowingly professional and comprehensive. Seeing this, has really inspired me. As a teacher who has to promote an elective class in a school with a declining population, I can see how LMS could provide administration with the flexibility needed to give students many opportunities to take music classes.
I’m a reader. My parents read to me when I was little, and before I actually could, I would pretend to read stories from the Western Producer on my dad’s knee. I played “music” from the Reader’s Digest Christmas Songbook at my mom’s piano. When letters slowly morphed into words, and words into ideas and stories, my life changed. I would stay up late reading Nancy Drew under my covers, occasionally checking my orange leather wristwatch to see how late it was. I didn’t want to be too tired for school the next day. Yep. That’s me. I think I loved school because I was a good reader and most of what I learned there came from textbooks. Big. Heavy. Books. I survived on painfully slow dial-up, and downloadable version of the Encyclopedia Britannica until I left home for university. Text remained my wise old mentor in this institution as well. Bates argues that text “is an essential medium for academic learning,” and I definitely have found this true in my experiences. It’s kind of difficult for me to imagine that it is unlikely “that books will survive in a printed format, because digital publication allows for many more features to be added, reduces the environmental footprint, and makes text much more portable and transferable.” But I suppose all wise old mentors die eventually, making room for new teachers, though their wisdom lives on.
No. 2: That friend who keeps you company while you run errands and doesn’t stop talking so you kind of stop listening once in a while
Music and podcasts are comfortable pals of mine. Music has been in my life since my grandpa bought me a bright pink JVC CD player when I was 13, and I was introduced to Podcast last year by a good friend. I have a difficult time relaxing, doing hands-on-work or exercise in silence, so these two keep me company and I enjoy listening to them, even if I drift off on occasion. I don’t find that I learn anything particularly useful or interesting when we hang out. But if Pen or Video join us, then the conversations get juicy. So, I didn’t find it at all surprising when Bates said, “that students will often learn better from preprepared audio recordings combined with accompanying textual material (such as a web site with slides) than they will from a live classroom lecture.”
No. 3: The Diva
Mr. P, my former science teacher, was a huge fan of The Diva. We used to watch The Diva’s presentations on reproduction, chemical reactions, and uranium mines. The Diva thought she was so much better than Mr. Overheadprojector. One day, she was trying to show off with some fancy singing and animation on the topic of Meiosis. And the poor thing flopped. Sighs were heaved. Tears were shed. Minutes of lives were lost. But in history later that year, The Diva shared Schindler’s List. And so, rightfully found a place back at the top as a powerful, evocative celebrity. So, Bates’s thoughts that quality, free and engaging videos may not be easy for teachers to find brought this memory of The Diva’s career “lowlight” to the surface.
No. 4: The Nerd
You know that guy who is so passionate, that he scares people away? The nerd? I recently got set up with him by my EC&I 834 profs, Alec and Katia. Since then, we’ve been on a few dates. He’s pretty deep when you get to know him; he knows so much! And he can really challenge me, which I like. Sometimes he gets a little boring when he’s quizzing me and I really just want to hang out with Music and Podcast, or even The Diva. Still, he has a LONG list of strengths. He’s pretty good looking in most styles, organized, methodical, environmentally friendly, accommodating, and patient. Unfortunately, I think many of those strengths are left unappreciated because the ladies don’t take or have the time to get to know him. And once in a while he shuts you out for no apparent reason. That can definitely be a turn off.
“many teachers and instructors often have no training in or awareness of the strengths and weaknesses of computing as a teaching medium” – Bates
No. 5: Ms. Social Butterfly
Ms. Social Butterfly is one of my new teachers. We’ve been collaborating and constructing together for a little while now. Within the last year she encouraged me to blog and join Twitter. To be honest, I got a tad overwhelmed by Ms. Social Butterfly and we didn’t talk for almost six months. We just needed a break. We sat down for a Zoom session just over a month ago, and discussed boundaries. Now, I’m self-directing my learning, just like Bates said was possible. She will be an integral part of my ongoing professional development, and I’m glad that she’s teaching me again.
Have you met any of these characters before? Do you have any characters to add to The Media Diaries? Would love to hear what they’ve been up to!
This week our blog prompt asked us to look at pedagogical differences of various types of media. Like many other classmates, I will be looking back on my experiences as a student. I have always been challenged by reading text. As a child I struggled learning to read, my mom even hired a reading tutor to alleviate my frustrations. Stephanie mentioned that in her undergrad she began to enjoy reading, for me the opposite I struggle reading chapters, my eyes get heavy and it all turns into a blur and I want to fall asleep. I even experimented with Kurzwell, having it read to me, but the voices were too boring and I had a hard time following what was being said.
Roxanne’s post, made me think back to my use of technology in my schooling experience, I recall having Mac computers in elementary school but we rarely used them. I did manage to figure out how to use the Printshop program to make cards, banners and certificate. In high school, I took a typing class but we used a typewriter and created cartoon pictures by following written directions of letters and spacing. Although I do recall, my English teacher had us go on the computer and practice typing with these boxes over our hands so we would learn where the keys were, I remember her saying hands on home row. I did sign up for a Practical Applied Arts in grade 11 and 12; I managed to do all right in the computer class rotation. We had small assignments such as internet scavenger hunts and sending emails. I still use my Hotmail account that I created in that class, and lucky for me it was not dorky like email@example.com my younger cousin had to change his as his first email account was firstname.lastname@example.org. Teachers really did not incorporate much media into their classes maybe a video or a film on the old projector.
After reading the section 7.4 in the Bates text I realize that video is a much richer medium than either text or audio. Video can be used as presentational material. I have always been a visual learner and hands on learner, learning through pictures, demos, videos, and doing an activity. When a teacher can not provide a learning experience for the class that’s when media comes into play. One thing that really stuck out to me is how Bates notes that video can substitute for a field visit, by:
providing students with an accurate, comprehensive visual picture , in order to place the topic under study in context;
demonstrating the relationship between different elements of a system under study
through the use of models, animations or simulations, to teach certain advanced scientific or technological concepts
I automatically thought of how Ms. Frizzle takes the students on an adventure but we the audience learn through media exposure to the video.
I believe that Roxanne makes a valid point that teachers need to be incorporating more technology and media into the classrooms, there is never enough. By allowing use of media and technology in the classroom it gets students ready for the real world and come to understand and explore the internet in a safe guided manner. Like Roxanne and Loraine I use Kahoot for changing up quizzes and assessment, Kahoot allows me to check for understanding while talking through correct answers. The students even asked “can you make a Kahoot” or even to create their own.
As an adult learner in an online class, I am finding that technology is allowing me to connect and create with others who are not even near me. I enjoy everything that Alec and Katia share, I am also forever learning from my peers in the Google+ community.
Well friends please let me know which media type you learn best from! Even better share an media learning experience.
Hello friends, this week I figured I would check out all the hype with the content creation tool Adobe Spark. I had a lot of fun playing around making my own Adobe Page. I used it to present my findings. It was super simple and easy to share to my blog. I would say that I played around with it for about 30 minutes. In that time I walked away from my computer and it saved my page for when I came back. Click here to check out the page I made
I also made a post. It was super simple, I found a quote and with just a few pushes of a button, I was able to create this cool looking meme.
Final thoughts on Adobe Spark
Adobe Spark is pretty cool. You can easily upload to Facebook, Instagram, Twitter or just use it as a photo editor.
easy to use
a tool for everyone
no download or install
high quality end result
300,000 royalty free images to use
Need a up to date computer to use the video feature
mobile is only available for Iphone
I hope you find a few minutes to check out Adobe Spark. From this moment forward I would much rather use Adobe Spark than Powerpont or Prezi. I find Powerpoint to be so very plain and Prezi makes me motion sick haha! Let me know your experiences!!
In my Music 9 prototype it is going to be important for students to access instructional videos on the internet. There are many great professional tutorials for learning how to play instruments, so it’s just a matter of researching and directing students to those resources and not the amateur ones. However, I haven’t found as many good instructional videos on music terminology and theory.
Like Bates says, it’s important to choose the pedagogically appropriate medium of communication for the content of the lesson. A video showing music being written with audio instructions allows students to see the complex process in action, hear examples, and visualize the concepts. In fact, this method of teaching theory could be superior to face-to-face lecture and whiteboard instruction, because the music notation would be larger, neater, and faster to write.
With this in mind, I needed to find one tool that would allow me to write music, and another tool for screencasting.
You have to add slides in the order you want them to appear, and can’t switch them at any point in time. The writing feature is messy when using a laptop. The eraser is skinny and can’t be made larger, so it is boring to watch the erasing happen. You can hear the clicking of keys in the video when you press the button to stop recording. It is so simple that it doesn’t allow for much creativity, and there are not many options for editing. Without that room for error, I feel I would have to start over again and again and again. I don’t have time for that. There also wasn’t a clear save button on the presentation I was making. Then my internet disconnected, and when I reloaded the page, the three slides I made were gone. 0/5.
I downloaded this Google extension, and found it intuitive and simple. I also like that it is easy to access on my toolbar on Chrome, and I think I will be more likely to use it more often because of this. Even better, the videos save to Google Drive, which is where I already save all of my documents. The quality of the audio and video are both good. There is an option to learn quick keys, there are lots of colors available to write in, there is a button that quickly clears the whole screen without requiring painfully slow erasing. I also like the option to have the webcam record me at the same time as my screen. 5/5.
I do have one question about Screencastify. What does this message mean? What is it accessing? What am I agreeing to?
So, that is when I started searching for a music writing tool. I found an AMAZING website called musictheory.net. This website has almost every lesson I would ever use in music classes from grades 9-12. The lessons online are free AND there are online exercises that correspond with the lessons.
Unfortunately, the free lessons don’t have audio. You have to pay for and download their iOS app called Tenuto for those extra features. However, I could use Screencastify to go through the pre-existing lessons and record audio for them myself. I could use Screencastify to go through a lesson, and then show students where to go next to complete the exercise, demonstrate how the exercise works, and assign a task like: Using Screencastify to document your work, complete 20 Treble Clef note identifications and then upload the video to your Google Drive and share it with me. Afterwards, I could see which notes students are struggling to name, how long it took them to name 20 notes, and how many they named correctly on the first try.
Although this site is great, I know there will be times when supplementary lessons will be needed, so I read the review The Best Music Notation Software of 2017, and tried the only free software to make the list. MuseScore 2. I have played around with MuseScore a bit, and it’s intuitive, it will play the notes that I write with a quality piano sound, and there is a built in screen capture tool, so I could easily take images of the music I write and upload them to other lesson documents or videos. I have used the professional music writing software Sibelius before, and MuseScore has all of the features that I have used on Sibelius, but unlike Sibelius, it’s FREE!
I am planning on using all of these tools to create my module. Do you know of any music tools that I should look into?